Peer mentoring for tenure-track faculty
Peer mentoring for tenure-track faculty
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DOI：
10.1016/s8755-7223(03)00131-5
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发表时间：
2003-11-01
影响因子：
2.5
通讯作者：
Henneman, EA
中科院分区：
文献类型：
--
作者：
Jacelon, CS;Zucker, DM;Henneman, EA
在一个大型的，研究密集型大学的四个终身制护理教师走到一起，互相帮助学习教师学者的作用，并提供纪律，批评和合议，为对方建立研究事业的目标。同伴指导通常被解释为高级教师指导新教师。在这种模式中，新的教师根据他们在博士课程中获得的知识，并通过与自己的导师分享经验，相互指导。这一战略的价值包括在不同的教师之间建立关系，为研究项目的合作创造机会，并发展成员之间的友情，否则可能不会发展。实施这一创新战略的教师同行指导一年后，小组成员报告成功的个人和集体的奖学金生产力，更多的研究合作，提高相互的专业知识，并加强彼此的关系。(C)2003年爱思唯尔公司All rights reserved.
Four tenure-track nursing faculty members at a large, research-intensive university came together to help each other learn the role of faculty scholar and to provide discipline, critique, and collegiality for each other with the goal of building research careers. Peer mentoring is usually construed more as senior faculty mentoring newer faculty. In this model, new faculty members mentor each other based on the knowledge gained in their doctoral programs and through sharing experiences with their own mentors. The value of this strategy includes building relationships among diverse faculty members, creating opportunities for collaboration on research projects, and developing camaraderie among members that might not otherwise develop. One year after implementing this innovative strategy for faculty peer mentoring, group members report success in individual and collective scholarship productivity, more research collaboration, improved mutual expertise, and stronger relationships with each other. (C) 2003 Elsevier Inc. All rights reserved.