This study was conducted to obtain information about a mentoring program through the eyes of eleventh and twelfth grade student mentors. These students were able to tell what needed to be known about the strengths and weaknesses of this mentoring program and what they felt needed to be done to make the program more effective and meaningful. This study will serve to inform school leaders who may be planning a peer mentoring program at an educational institution.

This research explored the experiences of mentors mentoring institutionalised children under the auspices of Big Brothers Big Sisters of South Africa (BBBSSA). Children who become wards of the state and are placed in Children’s Homes may have had a number of their emotional needs unmet during developmental stages, manifesting in a variety of ways not least of which might be the development of an institutionalised mentality. These children are disadvantaged at age 18 when they enter the world with limited resources, infrastructure or the ability to be self-reliant. Mentoring may represent a means of ameliorating these repercussions and this qualitative research included exploring whether mentors engaged in any strategies to empower their protégé to reduce the effects of an institutionalised mentality, the successes achieved through the mentoring process as well as encountered challenges. The sample was purposively chosen and the seven participants had mentored for longer than a year at a Children’s Home. The data was gathered from them via semi-structured interviews. Data was analysed in light of the research questions, research tool and any subsequent themes that emerged. Mentoring through a programme appeared to enhance relationship longevity because of the structure it created. While growing themselves through the process, mentors reflected that preparing their protégé for adulthood was a concern. The mentors discussed that while not familiar with the concept of an institutionalised mentality per se, they recognised this as a challenge their protégés faced and described their attempts to empower them on mental, emotional and physical levels reporting small successes in often challenging circumstances. The study concludes that mentoring programmes offer a valuable tool in the preparation of institutionalised children for their emancipation from State care and should be capitalised on. Recommendations are made for policy makers, BBBSSA and the Children’s Home in light of these experiences.

In a Level II trauma center, experienced nurses are retiring from nursing positions, which is causing an unstable workforce. According to the literature, there are not enough experienced nurses to mentor the new nurses. Evidence suggests that experienced nurses are associated with improved patient outcomes and that experienced nurse mentors can improve the work environment for less experienced nurses. Focusing on Watson's theoretical framework of caring and Covell's theoretical framework of intellectual capital, this phenomenological study explored the lived experiences of a small group of nurses. Five nurses with 15 years of experience and who had served as mentors were selected for in-depth individual interviews. Open coding and thematic analysis were used to analyze the data, and 5 themes emerged: lengthening work shifts and related effects, increasing workload and responsibilities due to higher patient acuity, learning new technologies, mentoring with a decreased patient ratio, and surveying customers as the main focus of patient care. The results of this study guided the development of a proposal for a computer-based learning module on nurse mentoring. The module explains what mentoring is, the importance of mentoring, and proper ways to mentor. Implications for positive social change include retaining intellectual capital in an organization through mentoring positions for experienced nurses.

Graduate nurses beginning their nursing career require a collaborative relationship with an expert nurse mentor to make this transition successful. However, high turnover among these experienced nurse mentors is causing a problematic gap in knowledge transfer, experience, and expertise in the nursing workforce. This project investigated whether nurse mentors who mentored in a Nurse Residency Program (NRP) remained with the organization longer and were more satisfied with their mentoring experience than nurse mentors who mentored outside of a NRP. The diffusion of innovations theory was used to support the project and process of dispersing information on the outcome of the project. Sources of evidence for the project included case-cohort studies, systematic reviews obtained via an exhaustive literature review, and the collection of nurse mentor retention and satisfaction data through the use of a cross-sectional survey. Data were assessed from 214 registered nurses at a hospital in Rapid City, South Dakota and divided into 2 groups: nurse mentor and NRP mentor. When compared to nurse mentors, 10% more NRP mentors reported being employed in their current position with the intent to remain employed for 10 or more years as well as being very satisfied with their mentorship experience, supporting the project question. This project substantiates the need for experienced nurse mentors to prepare new graduate nurses coming into the profession. Contribution to positive social change is as a result of mentorship in nursing that functions as a means of retaining both new graduate and experienced nurses simultaneously.

<p>Nästintill hälften av alla nya företag går under inom loppet av tre år, men det går att rädda många företag från undergång till att istället visa tillväxt. Receptet för detta är mentorskap, enligt ALMI Företagspartner i Örebro, som dragit igång ett mentorprogram genom vilket de hoppas kunna reducera dessa siffror men också bidra till ökad tillväxt i de företag som faktiskt överlever. Mentorskap ger tillgång till bland annat erfarenhet och kunskap, att få ta del av detta kan vara avgörande för nystartade och växande företags fortsatta utveckling. Mentorskap kan således vara ett sätt att främja lärande och tillväxt i små och medelstora entreprenöriella företag och därigenom bidra till dess överlevnad. Uppsatsens syfte är att utifrån ALMI Örebros mentorprogram undersöka huruvida mentorskap är ett bra sätt att stimulera företagande på. Vi ämnar också studera vilken påverkan mentorskap har på mentorn, adepten och dennes företag samt vilket lärande som sker inom ramen för mentorskap.</p><p>För att uppnå syftet med uppsatsen utförde vi en enkätundersökning via Internet samt sex kvalitativa intervjuer med tre adepter respektive tre mentorer från ALMI´s mentorprogram, vilket gör att både en kvantitativ och en kvalitativ inriktning anammats. Därefter har vi sammanställt och analyserat materialet som samlats in i förhållande till den teoretiska referensramen som består av teori över de fyra områdena, entreprenörskap, mentorskap, lärande och tillväxt. Resultatet visar främst att genom mentorskap erhåller en adept en större sannolikhet att lyckas, genom att slippa begå vissa misstag som både kostar tid och pengar som annars troligtvis skulle ha begåtts. Genom ett lärande inom ramen för mentorskapet utvecklar också adepten entreprenöriella förmågor. Det som framstår som det mest kritiska för att nå framgångsrika resultat med hjälp av mentorskapet är kvaliteten i relationen mellan mentor och adept, dock kan vi konstatera att mentorskap som syftar till att överföra kunskaper och erfarenheter från en äldre företagsam person till en ny företagare, är ett bra sätt att stimulera nya företagare på.</p>

Nästintill hälften av alla nya företag går under inom loppet av tre år, men det går att rädda många företag från undergång till att istället visa tillväxt. Receptet för detta är mentorskap, enligt ALMI Företagspartner i Örebro, som dragit igång ett mentorprogram genom vilket de hoppas kunna reducera dessa siffror men också bidra till ökad tillväxt i de företag som faktiskt överlever. Mentorskap ger tillgång till bland annat erfarenhet och kunskap, att få ta del av detta kan vara avgörande för nystartade och växande företags fortsatta utveckling. Mentorskap kan således vara ett sätt att främja lärande och tillväxt i små och medelstora entreprenöriella företag och därigenom bidra till dess överlevnad. Uppsatsens syfte är att utifrån ALMI Örebros mentorprogram undersöka huruvida mentorskap är ett bra sätt att stimulera företagande på. Vi ämnar också studera vilken påverkan mentorskap har på mentorn, adepten och dennes företag samt vilket lärande som sker inom ramen för mentorskap. För att uppnå syftet med uppsatsen utförde vi en enkätundersökning via Internet samt sex kvalitativa intervjuer med tre adepter respektive tre mentorer från ALMI´s mentorprogram, vilket gör att både en kvantitativ och en kvalitativ inriktning anammats. Därefter har vi sammanställt och analyserat materialet som samlats in i förhållande till den teoretiska referensramen som består av teori över de fyra områdena, entreprenörskap, mentorskap, lärande och tillväxt. Resultatet visar främst att genom mentorskap erhåller en adept en större sannolikhet att lyckas, genom att slippa begå vissa misstag som både kostar tid och pengar som annars troligtvis skulle ha begåtts. Genom ett lärande inom ramen för mentorskapet utvecklar också adepten entreprenöriella förmågor. Det som framstår som det mest kritiska för att nå framgångsrika resultat med hjälp av mentorskapet är kvaliteten i relationen mellan mentor och adept, dock kan vi konstatera att mentorskap som syftar till att överföra kunskaper och erfarenheter från en äldre företagsam person till en ny företagare, är ett bra sätt att stimulera nya företagare på.

Experiences of Barriers and Facilitators for Physical Activity from People with Mental Disorders who Participated in a Physical Activity Project - An Interview Study   Purpose: To explore the experiences regarding perceived barriers and facilitators for physical activity of three participants with mental disorders who took part in the Norwegian Physical Activity Mentor project. Design and methods: Descriptive qualitative design. Individual semi-structured interviews were used for data collection. Data from the interviews was used in two separate bachelor theses, written by Swedish and Norwegian physiotherapy students. This cooperation was part of the NordPlus Higher Education Program Joint Physiotherapy Education in Bachelor Thesis Module. Qualitative content analysis was used in processing the data. Findings: Perceived barriers for physical activity were: mental disorder symptoms, antipsychotics, undertaking physical activity independently and physical experiences. Perceived facilitators for physical activity were: positive mental effects, intrinsic and extrinsic motivational factors, goal setting and routine. The experiences from the Physical Activity Mentor project, including the possibility of self-selected activities, were mainly positive. The support provided by the physical activity mentor was an important facilitator. Conclusion: Disease-related problems were perceived as barriers for physical activity. The most important perceived facilitator for physical activity was mental benefits from being physically active. External support from a physical activity mentor might facilitate physical activity for psychiatric outpatients.     Key words: mental disorder, physical activity, barriers, facilitators, mentor / NordPlus Higher Education Program Joint Physiotherapy Education in Bachelor Thesis Module

Teachers today are required to develop flexible teaching models based on their perceptions, applications, and combinations of various emerging technology resources. This study aimed to identify core teaching patterns of two E-mentors with different TPCK level and to explore the characteristics of their teaching journey in an online English Teaching environment. Through the constant comparative analysis of various data collected, the researcher explored English E-mentors¡¦ teaching patterns of their online English teaching process and identified core categories that depicted two English e-mentors online teaching journey. Last, the researcher summarized the results and brought up related suggestions. ¡@The conclusions of this study were: 1.In this study, researcher combines the concept of time line with E-mentors¡¦ teaching patterns, and it would be marked by three stages- early, middle, and final. In the early stage, E-mentors use the content of online learning platform as their main teaching materials. Besides using the content of the online learning platform, E-mentors also add multiple teaching methods and self-made teaching materials in the middle stage. In the final stage, E-mentors turned to guidance teaching approach to match students¡¦ learning problems. 2.The eight core concepts of both E-mentors¡¦ teaching were the e-learning system resources, Skype, extra resources, learning experiences, technological skills, environmental constructions, and attributions of responsibility belongs to eight core concepts what E-mentors used during the teaching patterns. 3.The E-mentors¡¦ teaching beliefs, experiences, and students¡¦ learning situation were factors which informed the eight core concepts and characters. 4.The materials and approaches E-mentors utilized during the teaching patterns were divided into virtual type and non-virtual type. 5.Two E-mentors technological knowledge, pedagogical knowledge, and content knowledge reflected formed complex interplay during their teaching process. 6.Applications of teaching resources, the inheritance of learning skills, and transmitting teaching affection contributed to the two E- Mentors¡¦ portraits of their online teaching journey. According to the findings, the researcher provided both investigative and practical suggestions and recommendations for further investigations.

The purpose of this study is to investigate differences found in self-efficacy perceptions regarding mentoring of trained mentors who were trained using a cognitive developmental model of mentor training, with mentor teachers who have received little or no training. The researcher was interested in whether the university based mentors, who participated in a cognitive developmental mentor training, would have a higher sense of self-efficacy and confidence in their mentoring as a result of the training than the campus mentors who received little or no training. Two groups of mentors participated in the study. One group consisted of university mentors who completed the Cognitive Developmental Mentor Training through Texas A&M University’s Mentoring Research Collaborative for Learning and Development. The campus mentors were from a suburban school district and volunteered to mentor. They were required to attend a one time district mentor training session. The university and campus mentors completed three components during the study. The three components included a self efficacy survey, an interview using open ended questions, and the completion of a mentoring narrative. The study followed a mixed method model. The researcher used both qualitative and quantitative methods to collect data. The researcher felt using both methods would offer the best explanation of the phenomenon of mentor self efficacy. The researcher used the basic interpretive approach, which requires constant comparisons of each type of data. The data collected from the self-efficacy survey indicated little or no difference in self-efficacy perceptions in regards to mentoring between the two groups. However, there were differences in the qualitative pieces of the study. The level of knowledge regarding mentoring differed between the two groups resulting in differences in the participants approach and definition of mentoring.

The Lord of the Rings is one of the most read novels throughout history. Its popularity is huge and it has a fan-base matched only by that of Star Trek and Star Wars. It is believed that its popularity is due to its applicability and its many interesting characters – which all have different personalities and appeal to different people. One of the most popular main characters is the powerful wizard Gandalf. In this essay, I argue that in Tolkien’s novel The Lord of the Rings, Gandalf's relationship to Frodo is constructed as a mentorship as defined by the modern pedagogical research, in order to examine what affect Gandalf's mentoring has on Frodo. In order to confirm this, it will first be established that Gandalf and Frodo has the potential to be in a mentoring relationship. Second, a close reading of the novel will be undertaken, analyzing Gandalf's and Frodo's interaction, comparing it to the interaction between a "good mentor" and his mentee, as defined by modern pedagogical research. Third, I will analyze how Gandalf's actions as a mentor influence Frodo's development and actions in the novel. This study shows that Gandalf and Frodo did indeed interact in the way of a mentor and his mentee. Furthermore, Gandalf performed his role the way a "good mentor" should; he asked questions, challenged productivity, encouraged risk-taking, helped to identify goals, listened actively, offered encouragement, promoted independence, provided feedback, shared critical knowledge, provided structure and gradually granted Frodo more responsibilities – the way a "good mentor" should. This all contributed to Frodo's success in helping him develop confidence, competence, self-knowledge, self-sufficiency and determination.