BACKGROUND: Clinical education is a fundamental part of nursing professional education. One method of education is the implementation of the preceptorship program, in which clinical nurses are responsible for educating nursing students. The present study aimed to determine the effectiveness of the preceptorship training program for the participation of clinical nurses in the education of nursing students.
METHODS: This quasi-experimental study was conducted in 2023 at the teaching hospital in Tehran, Iran. The sample consisted of 66 nurses from a teaching hospital selected using the accessible method and randomly were put into two groups. The workshop addressed the educational needs of preceptors and students, their readiness for their role, and strategies to effectively support students. Prior to the study, the nurses\' level of participation was assessed utilizing a valid IMSOC questionnaire that gauged their involvement in guiding nursing students. The participation rate was reassessed after one month using the same questionnaire. The data were analyzed using SPSS version 19.
RESULTS: The two groups were homogeneous in terms of demographic characteristics. The average score for nurses\' participation in the education of students before the intervention was 101.84 ± 15.42 in the test group and 107.24 ± 10.53 in the control group; these two groups were not significantly different (P = 0.10). After the intervention, the scores reached 118.90 ± 15.11 in the test group and 106.21 ± 11.96 in the control group, indicating a significant difference (P < 0.001). A comparison of the nurses\' participation scores in the test group indicated a significant difference from the pretest to the posttest, with the improvement in all nurses\'s participation scores (P < 0.001). However, in the control group, this difference was not significant (P = 0.41).
CONCLUSIONS: The preceptorship training program is effective in light of increasing the participation of clinical nurses in the education of nursing students. This program can improve various aspects, such as motivation, satisfaction, commitment, implementation, and obstacle removal. Considering the importance of clinical training for nursing students and the essential role of preceptors, it is recommended that managers and health trustees in all university hospitals implement a preceptorship training program to increase the participation of clinical nurses in the education of nursing students.

UNASSIGNED: Mentoring is a unique educational workplace relationship that can support both the mentee and mentor\'s skill, knowledge, social, and emotional needs. The primary aim of this longitudinal pilot study was to implement a formal mentoring program to assess its effect on mentee and mentor satisfaction.
UNASSIGNED: Data was collected from two hospitals in New South Wales, Australia in late 2018 and early 2019. Junior doctors (mentees) and senior medical staff (mentors) were asked to complete pre-, mid-, and oost-program surveys, with questions relevant to mentee-mentor satisfaction, interactions, and participation. Mixed-effects ordinal logistic regression models were used to assess the program effect on mentee-mentor satisfaction, while Fishers\' exact test was used to evaluate mentee-mentor interactions and participation.
UNASSIGNED: Although there was evidence of upwards trends in the proportion of mentees and mentors who reported their satisfaction in the program as excellent and rated their work satisfaction as being very influenced by the program, both trends were statistically non-significant. While our study was likely underpowered, high participation rates provide promising evidence of the program\'s acceptability and feasibility.
UNASSIGNED: Though not reaching statistical significance, study results suggest that the implementation of a mentoring program has the potential to increase satisfaction levels among its participants, be they mentees or mentors. It is recommended that future studies recruit larger samples thereby having sufficient statistical power. Furthermore, causality should be explored in more detail through a multi-site randomized controlled trial design.

BACKGROUND: Clinical learning is a crucial component of the midwifery education program, necessary to support the acquisition of professional abilities through the integration of theoretical and practical learning experiences. Evaluating Bachelor of Midwifery students\' perception of their clinical learning experiences is important to improve midwifery educational programs.
OBJECTIVE: the objective of this study was the translation, cultural adaptation, and validation of the Midwifery Student Evaluation of Practice (MidSTEP) in a group of Italian midwives\' students.
METHODS: \"Translation and Cultural Adaptation of Patient Reported Outcomes Measures - Principles of Good Practice\" guidelines were adopted to achieve the MidSTEP Italian version. Exploratory Factor Analysis was performed. Internal consistency for reliability was assessed using Cronbach\'s alpha reliability coefficient (α) and Omega coefficient (ω), while Intraclass Correlation Coefficients (ICC) were used to determine if the tool was stable over time.
RESULTS: The Italian version of MidSTEP (MidSTEP-IT) has good internal consistency: considering the Clinical Learning Environment Scale, Cronbach\'s α was 0.839 (for the \"Skill Development\" subscale α was equal to 0.739 and for the \"Philosophy of Midwifery Practice\" subscale α was equal to 0.825) while considering the Midwifery Preceptor Scale, Cronbach\'s α was 0.920. Factor analysis does not fully reflect the factorial analysis of the original version.
CONCLUSIONS: The MidSTEP-IT had been proven to be a valid and reliable tool, easy and fast to administer, that could be effectively helpful for investigating and measuring the Italian midwifery students\' perception of their clinical learning experiences, according to the setting and impact of mentors on their professional growth. It is an innovative tool, valuable in both clinical practice and research to highlight the importance of encouraging a supportive clinical learning environment and an efficient preceptorship.

UNASSIGNED: In this study, we explore how doctors in training perceive mentorship and leadership and whether they believed that mentoring influences the development of leadership skills. The study also addressed whether certain leadership styles lend themselves better to mentoring.
UNASSIGNED: A qualitative research method was employed in this study and ethical approval was granted by the Research Ethics Committee (REC) at King Faisal Specialist Hospital and Research Centre (KFSH&RC), after which twelve hospital residents were recruited using purposive sampling. Semi-structured interviews were conducted by the authors and thematic data analysis was performed.
UNASSIGNED: Three themes emerged and were later refined, using Braun and Clarke\'s 2006 thematic analysis method:1. Purpose of mentorship, with sub themes: a. Expectations, b. Perception of mentorship as supervision, and c. The role of mentorship, including informal mentoring in leadership development2. Role of mentorship in leadership development.3. Perceptions of a leader, with sub-themes: a. The leader as a manager, b. The leader as a role model, and c. The merits of different leadership styles.
UNASSIGNED: Most of the residents (doctors in training) viewed mentorship in a positive way. However, when the mentor was perceived more as a supervisor, the usefulness of mentoring was less clear. However, they found that informal mentoring would contribute to leadership skills and would inspire them to become leaders themselves. They were likely to be influenced positively when they saw the leader as a role model, rather than a manager.

OBJECTIVE: The aim of this article is to show the impact of the use of National Institutes of Health (NIH) research supplements in the training of African American students affiliated with the Jackson Heart Study (JHS).
RESULTS: The JHS Undergraduate Training and Education Center (UTEC) at Tougaloo College has had 19 students to be awarded research supplements. The awardees gained invaluable skills while working on the research supplements. Additionally, research supplement awards inspired these students to not only consider working in health-related fields, but to continue to engage in research activities and to mentor.

BACKGROUND: Formal education of oncology is lacking in many undergraduate medical curricula. Mentoring schemes can expose participants to specific areas of medicine and may address the shortfalls in oncology education. Few mentoring schemes have been designed within the United Kingdom, especially within oncology. There is a need to understand reasons for mentor and mentee participation in such schemes and to identify ways to minimize barriers to engagement.
OBJECTIVE: This study identifies motivations for participation in an oncology mentoring scheme and its benefits and limitations to both the mentee and the mentor.
METHODS: The British Oncology Network for Undergraduate Societies launched a National Oncology Mentorship Scheme (NOMS) on September 1, 2021. Mentees (medical student or foundation doctor) were paired with mentors (specialty registrar or consultant), for 6 months of mentoring. In total, 86 mentors and 112 mentees were recruited to the scheme. The mentees and mentors were asked to meet at least 3 times during this period and suggestions were provided on the content of mentoring. Mentees and mentors were invited to complete a prescheme questionnaire, exploring motivations for involvement in the scheme, current experiences within oncology, and knowledge and interests in the field. At the end of the scheme, mentors and mentees were asked to complete a postscheme questionnaire exploring experiences and benefits or limitations of participation. Paired analysis was performed using the Wilcoxon signed-rank test. For free text data, content analysis was applied to summarize the main themes in the data.
RESULTS: Of the 66 (59%) mentees who completed the prescheme questionnaire, 41 (62%) were clinical, 21 (32%) preclinical medical students, and the remainder were junior doctors. For mentees, networking was the primary reason for joining the scheme (n=25, 38%). Mentees ranked experience of oncology at medical school at 3 on 10 (IQR 2-5). In this, 46 (53%) mentors completed the prescheme questionnaire, 35 (76%) were registrar level, and the remainder were consultant level (n=11). The most common reason for mentor participation was to increase awareness and interest in the field (n=29, 63%). Of those who completed the prescheme questionnaire, 23 (35%) mentees and 25 (54%) mentors completed the postscheme questionnaire. Knowledge in all areas of oncology assessed significantly increased during the scheme (P<.001). Most mentees (n=21, 91%) and mentors (n=18, 72%) felt they had benefited from the scheme. Mentees cited gaining insights into oncology as most beneficial; and mentors, opportunities to develop professionally. Whilst mentees did not report any barriers to participating in the scheme, mentors stated lack of time as the greatest barrier to mentoring.
CONCLUSIONS: British Oncology Network for Undergraduate Societies\' NOMS is expanding and is beneficial for mentees through increasing knowledge, providing exposure, and career advice in oncology. Mentors benefit from improving their mentoring skills and personal satisfaction.

UNASSIGNED: In the last decade, higher education has undergone a transformation in different areas. The most recent and impactful one may have been the need to keep it updated during the COVID-19 pandemic and to be able to teach remotely and affect university life as little as possible. Another significant change is the emergence of personal attention, accompaniment, or mentoring programs, which have become the prevalent leitmotif in many universities.
UNASSIGNED: This study compares the different programs at 60 Spanish universities. The relevant information collected during this research is related to the existence of an accompaniment program, and in this program, which plays the role of mentor, or what year is it for. Other information collected from the search is related to the type of mentoring programs, whether they are regulated, have a formal program, or are linked to specific courses. Finally, the assessment procedures are also indicated in case any evaluation is used. After the analysis developed during this research, the mentor-mentee program implemented at the Francisco de Vitoria University is detailed, highlighting differences from other programs, its advantages, and students\' benefits.
UNASSIGNED: The number of accompaniment and mentoring programs offered by Spanish universities continues to rise. In Spanish universities, some accompaniment and mentoring programs offer different and specific mentoring activities designed to enhance and further the kind of education and preparation institutions of higher learning should ideally provide. Accompaniment processes generally have a longer duration in private universities than in public universities, offering a wider range of programs for both current and incoming students and those with specific needs, such as international students.
UNASSIGNED: The authors found that not many studies have highlighted the value of the accompaniment, and even fewer have conducted comparative analyses of the diverse realities across various universities. Mentoring programs will have the potential to be part of a university\'s strategy to help students succeed when the shortcomings of mentoring programs. This study opens new avenues for research into the ideal profile of mentors to best accompany university students.

To describe practical nursing students\', mentors\' and educators\' perceptions of student learning and assessment of learning progress during work-based learning.
A qualitative descriptive study.
The research data were collected by interviewing eight practical nursing students, 12 mentors and eight educators (total n = 28) from three vocational institutions and four social- and health care organizations in Finland during November 2019-September 2020. The interviews were conducted as focus group interviews, after which the collected material was subjected to content analysis. The researchers had received appropriate research permits from the target organizations.
Work-based learning depends on the student, who must be goal-oriented and responsible for their own learning. The mentor also plays a key role in the learning process as the supporter and enabler of a student\'s goal-oriented learning process. The educator is responsible for instructing both students and mentors, and supporting a student\'s goal-oriented learning process. The vocational institution also has a role in successful learning among practical nursing students as an enabler of students\' individual learning process. The participants shared that the workplace is responsible for ensuring a secure learning environment.

The purpose of the study was to understand mentors\' perceptions of the benefits they derived from providing virtual mentoring to youth at risk of school failure and justice system involvement in an alternative school-based mentoring program. Using data collected from 38 university student mentors, we used a qualitative case study design focused on generating highly credible descriptions of mentors\' perceptions of how they were affected by their experiences providing virtual mentoring. The three conceptual themes that emerged in our analysis were that virtual mentors described experiencing the following outcomes: (1) the reduction of biases and development of cultural humility, (2) the development of communication and leadership skills, and (3) a cultivation of civic responsibility and a sense of empowerment to make a difference. These findings suggest that providing virtual mentoring to youth may be one important tool for building competencies for undergraduate students.

BACKGROUND: The use of the portfolio methodology in medical education can serve as a tool for learning, assessment, and reflection on practice. This study concentrates on perceptions of the portfolio assessment methodology among participants in the Saudi Diploma of Family Medicine program.
METHODS: In this qualitative interview study, data were collected and analysed using a grounded theory approach.
RESULTS: Nine codes emerged: (1) Importance of understanding the definition, objectives, and process of portfolio assessment, (2) Impact of different understandings on the part of various trainers, (3) Role of the type of assessment, (4) Workload and stress of portfolio assessment, (5) Effectiveness of the portfolio contents, (6) Role of the mentor\'s feedback, (7) Role in the learning process, (8) Role in practice, (9) Suggestions for portfolio improvement. Open codes were then regrouped into three axial codes: context, strategy, and outcome of portfolio assessment.
CONCLUSIONS: This study explored a general explanation of portfolio assessment shaped by the postgraduate students. It identifies the importance of portfolio understanding in student acceptability of the portfolio assessment methodology. Thus, proper implementation is vital for the success of assessing the student by the portfolio methodology. The students perceived reflection as the most valuable part of the process, which facilitated their learning, confidence, and self-assessment. Mentor feedback is a good strategy for coping with portfolio challenges. Our findings provide some evidence of positive outcomes of portfolio assessment in practice and professional development.