Development and implementation of a peer mentoring program for early career gerontological faculty. Bryant, A., L., Aizer Brody, A., Perez, A., Shillam, C., Edelman, L., S., Bond, S., M., Foster, V., & Siegel, E., O. Journal of nursing scholarship : an official publication of Sigma Theta Tau International Honor Society of Nursing / Sigma Theta Tau, 47(3):258-266, Sigma Theta Tau International, 5, 2015. abstract bibtex PURPOSE: The Hartford Gerontological Nursing Leaders (HGNL) formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), in conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), developed and executed a peer mentoring program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of HGNL members. The purpose of this article is to describe key strategies used to develop and execute the peer mentoring program and to present formative program evaluation. DESIGN: The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. FINDINGS: An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. CONCLUSIONS: Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. CLINICAL RELEVANCE: Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings.
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title = {Development and implementation of a peer mentoring program for early career gerontological faculty},
type = {article},
year = {2015},
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keywords = {Adult,Attitude of Health Personnel,Early career faculty,Education, Nursing, Graduate/organization & admini,Faculty, Medical,Female,Geriatric Nursing/education,Hartford Gerontological Nursing Leaders,Humans,Male,Mentors,Nurse Clinicians/education,Peer Group,Program Evaluation,gerontological nursing,mentorship,peer mentoring},
pages = {258-266},
volume = {47},
month = {5},
publisher = {Sigma Theta Tau International},
city = {Gamma Zeta, Assistant Professor, School of Nursing, The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.},
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notes = {LR: 20160110; CI: (c) 2015; GR: 5K12CA120780-07/CA/NCI NIH HHS/United States; GR: K12 CA120780/CA/NCI NIH HHS/United States; GR: UL1TR000038/TR/NCATS NIH HHS/United States; JID: 100911591; OTO: NOTNLM; 2015/01/28 [accepted]; 2015/03/25 [aheadofprint]; ppublish},
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abstract = {PURPOSE: The Hartford Gerontological Nursing Leaders (HGNL) formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), in conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), developed and executed a peer mentoring program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of HGNL members. The purpose of this article is to describe key strategies used to develop and execute the peer mentoring program and to present formative program evaluation. DESIGN: The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. FINDINGS: An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. CONCLUSIONS: Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. CLINICAL RELEVANCE: Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings.},
bibtype = {article},
author = {Bryant, A L and Aizer Brody, A and Perez, A and Shillam, C and Edelman, L S and Bond, S M and Foster, V and Siegel, E O},
journal = {Journal of nursing scholarship : an official publication of Sigma Theta Tau International Honor Society of Nursing / Sigma Theta Tau},
number = {3}
}
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The purpose of this article is to describe key strategies used to develop and execute the peer mentoring program and to present formative program evaluation. DESIGN: The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. FINDINGS: An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. CONCLUSIONS: Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. 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