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Examining Mentor Perception of Competence in an Academic Peer Mentoring Program
Elizabeth Zwilling1, Caitlin Jeanmougin, Britt Cole
1Dr. Zwilling, Dr. Jeanmougin, Dr. Cole: Miami University, Oxford, OH.
The Journal of Continuing Education in the Health Professions
|October 16, 2024
Summary
Peer mentoring programs enhance faculty transition to academia. Mentors reported high competence in trust-building and acknowledging contributions, but sought more support for mentee scholarly development.
Area of Science:
- Nursing Education
- Academic Mentorship
- Faculty Development
Background:
- Peer mentoring programs are vital for new faculty transitioning from clinical practice to academia.
- Mentors are crucial in supporting this transition.
- This study evaluated mentor competence and experiences in a structured peer mentoring program.
Purpose of the Study:
- To describe mentors' perceived competence in 21 areas of the mentor role.
- To explore mentors' experiences during the first year of a structured peer mentoring program.
Main Methods:
- A mixed-methods approach was used, combining the Mentoring Competency Assessment-21 with open-ended questions.
- Eight mentors in a university nursing program participated.
- Data were collected electronically after the first year of the program.
Main Results:
- Mentors reported highest competence in establishing trust, considering differences, and acknowledging mentee contributions.
- Lowest scores were in estimating scientific knowledge and scholarly productivity.
- Mentors felt moderately competent overall and valued provided support, but desired more assistance for mentee scholarly development.
Conclusions:
- Supportive materials and regular communication are essential for mentor competence and successful nursing faculty peer mentoring programs.
- Future research should assess mentee perceptions of mentor competence and long-term program outcomes.
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