Presentation Type

Long (40 minute) synchronous

Start Date

16-2-2021 10:50 AM

End Date

16-2-2021 11:35 AM

Proposal Abstract

Background: Empathy, leadership, and clinical peer mentorship by an experienced individual in the profession has been found to have many advantages. There is limited evaluation of the impact of clinical and faculty peer mentorship programs for growing resilience and sustainability. Purpose: The purpose of knowledge synthesis is to assess the literature and provide narrative synthesizes of information on clinical and faculty peer mentorship program for resilience and sustainability in professional nursing education and practice. Methods: The knowledge synthesis was guided by the methodological framework formed by Hilary Arksey & Lisa O’Malley. A systematic review of MEDLINE, CINAHL, Wile Online Library, and Lippincott Williams and Wilkins databases was organized to identify articles that describe clinical and faculty peer mentorship in professional nursing. Results: After the initial screening, a total of 95 articles were included for a full-text review. 41 items were included for data extraction. Of the 48 items included, 27 of them were research articles, and 22 of them were other forms of grey literature. Conclusion: Whilst synthesizing the summary evidence, it was observed that the elements of the clinical and faculty peer mentorship program such as the approach of delivery, benefits, and the influence vary in professional nursing education and practice. Relevance: Founded on the results of the knowledge synthesis it is advocated to consider the highlights, challenges, and opportunities of the specialty for whom the clinical and faculty peer mentorship program is planned for resilience and sustainability.

Statement

Clinical and faculty peer mentorship in nursing education and practice for resilience and sustainability reflects the theme beyond success: sustainability in teaching and learning without walls. This knowledge synthesis is important to inspire hope, motivation, and a lifelong learning for excellence in learning and teaching in education and practice.

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Feb 16th, 10:50 AM Feb 16th, 11:35 AM

Clinical and faculty peer mentorship program in professional nursing education and practice

Background: Empathy, leadership, and clinical peer mentorship by an experienced individual in the profession has been found to have many advantages. There is limited evaluation of the impact of clinical and faculty peer mentorship programs for growing resilience and sustainability. Purpose: The purpose of knowledge synthesis is to assess the literature and provide narrative synthesizes of information on clinical and faculty peer mentorship program for resilience and sustainability in professional nursing education and practice. Methods: The knowledge synthesis was guided by the methodological framework formed by Hilary Arksey & Lisa O’Malley. A systematic review of MEDLINE, CINAHL, Wile Online Library, and Lippincott Williams and Wilkins databases was organized to identify articles that describe clinical and faculty peer mentorship in professional nursing. Results: After the initial screening, a total of 95 articles were included for a full-text review. 41 items were included for data extraction. Of the 48 items included, 27 of them were research articles, and 22 of them were other forms of grey literature. Conclusion: Whilst synthesizing the summary evidence, it was observed that the elements of the clinical and faculty peer mentorship program such as the approach of delivery, benefits, and the influence vary in professional nursing education and practice. Relevance: Founded on the results of the knowledge synthesis it is advocated to consider the highlights, challenges, and opportunities of the specialty for whom the clinical and faculty peer mentorship program is planned for resilience and sustainability.

 

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