آموزش و اخلاق در پرستاری

مروری روایتی بر بایدها و نبایدهای انتخاب هدایتگران همتا در آموزش علوم پزشکی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار جراحی عمومی، گروه جراحی عمومی، دانشکدۀ پزشکی، مرکز تحقیقات جراحی سرطان، بیمارستان امام رضا (ع)، دانشگاه علوم پزشکی مشهد، مشهد، ایران

2 دانشیار گروه طب اورژانس، دانشکدۀ پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران

3 استادیار طب اورژانس، گروه طب اورژانس، دانشکدۀ پزشکی، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران

4 استادیار گروه طب اورژانس، دانشکدۀ پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران

5 دانشیار گروه طب اورژانس، دانشکده پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران.

چکیده

مقدمه: هدایتگری همتایان، موضوعی است که در سال ­های اخیر در آموزش علوم پزشکی، مورد استقبال قرار گرفته است. یکی از ابعاد موفقیت این فرآیند، انتخاب هدایتگر همتای شایسته است که بتواند نقش خود را به خوبی ایفا کند. مطالعۀ حاضر با هدف بررسی مروری روایتی، بر بایدها و نبایدهای انتخاب هدایتگران همتا، در آموزش علوم پزشکی، انجام شد.
روش­ کار: پژوهش حاضر، به روش مروری - روایتی است که در طی سه مرحلۀ جستجوی متون، ارزیابی داده ­ها و تحلیل آن­ها با هدف ارائه یک نمای کلی از ویژگی­ ها، بایدها و نبایدهای انتخاب راهنمایان همتا، انجام شده است. جمع‌آوری اطلاعات، با جستجوی کلیدواژه ­های فارسی زبان، مانند: «راهنمایان همتا»، «مربیان همتا»، «ویژگی ­ها»، «شایستگی ­ها»، «صلاحیت ­ها» و انگلیسی زبان، از قبیل: Competencies ,Peer Mentors, Peer Mentoring و با کمک عمل­گرهای منطقی، از مقالات پایگاه ­های اطلاعاتی به زبان فارسی،Iranmedex ،Magiran و انگلیسی Science Direct, web of science و Scopus، کاکرن و موتورهای جستجوگر PubMed و Google Scholar ، بدون محدودیت زمانی، بهره گرفته شده است.
یافته ­ها: 9 ویژگی و شایستگی برای مربیان همتا، استنباط شده است که در دستۀ بایستگی ­ها قرار می ­گیرد و عبارت است از: شباهت و زمینه ­های مشترک (اصل تطابق)؛ برخورداری از مهارت ارتباطی قوی؛ توانمندی در زمینۀ هدایتگری؛ شوق و اشتیاق به آموزش و حمایت از دیگران؛ توجه به فرآیند آموزش در هدایتگری با رویکرد متقابل؛ داشتن زمان کافی برای هدایتگری؛ همدلی؛ انعطاف و انتقادپذیری؛ امانتداری. در همین زمینه، چهار ویژگی منفی در نقطه مقابل آن به دست آمد که در دستۀ نبایدهای انتخاب هدایتگر همتا، قرار می­ گیرد و شامل: عدم ایفای نقش در قالب معلم خصوصی، مشاور تحصیلی و ویراستار متربی می ­باشد؛ همچنین هدایتگر همتا، نباید در ارتباط با هدایت شونده، سبک ارتباطی تهدید آمیز و یا سلسله مراتبی را دنبال کند.
نتیجه ­گیری: شناسایی دقیق ویژگی ­ها و شایستگی­ های هدایتگران همتا، در کنار کارآمدی برنامۀ هدایتگری و بایستگی­ های فرد هدایت شونده، می ­تواند منجر به نتیجۀ مطلوب شود. یافته­ های این پژوهش می­ تواند، به برنامه ­ریزان آموزشی، این امکان را فراهم سازد تا با انتخاب هدایتگران همتایی که شایستگی­ های لازم را دارند و در جهت دستیابی به اهداف فرآیند تلاش می ­کنند، کمک و یاری رسانند.
 

کلیدواژه‌ها

عنوان مقاله [English]

A narrative review on the dos and don'ts of choosing peer mentors in medical science education

نویسندگان [English]

  • Amin Dalili 1
  • Hamid Zamani Moghadam 2
  • Fatemeh Maleki 3
  • Sayyed Majid Sadrzadeh 4
  • Behrang Rezvani Kakhki 5
  • Mahdi Foroughian 5
  • Roohie Farzaneh 4

1 Assistant Professor of General Surgery, Fellowship of Minimally Invasive and Bariatric Surgery, Surgical Oncology Research Center, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

2 Associate Professor, Department of Emergency Medicine, Faculty of Medicine, Mashhad University of Medical sciences, Mashhad, Iran

3 Assistant Professor, Department of Emergency Medicine, Faculty of Medicine, Birjand University of Medical Sciences, Birjand, Iran

4 Assistant Professor, Department of Emergency Medicine, Faculty of Medicine, Mashhad University of Medical sciences, Mashhad, Iran

5 Associate Professor, Department of Emergency Medicine, Faculty of Medicine, Mashhad University of Medical sciences, Mashhad, Iran

چکیده [English]

Introduction: Peer guidance has been welcomed in medical science education in recent years. One of the dimensions
of the success of this process is the selection of a competent peer leader who can fulfill his role well. The present study was conducted with the aim of reviewing a narrative on the dos and don'ts of selecting peer mentors in medical science education
Materials and Methods: This study is a narrative review method that was conducted during three stages of literature search, data evaluation and analysis with the aim of providing an overview of the characteristics and dos and don'ts
of selecting peer guides. Gathering information by searching for the keywords of Peer Mentors, Peer Mentoring, Peer Mentors, Peer Mentoring, with the help of logical operators from the articles of Persian language databases; SID, Iranmedex, Magiran and other databases. English language Science Direct, web of science and Scopus, Cochrane and PubMed and Google Scholar search engines have been used without time limit
Result: 9 characteristics and competences have been extracted for peer educators, which are included in the category of competences, and they are: similarity and common areas (principle of compatibility), having strong communication skills, ability in the field of leadership, passion and enthusiasm for education and supporting others, paying attention to the training process in guiding with a mutual approach, having enough time for guiding, empathy, flexibility and criticism, trustworthiness; And four negative characteristics were also obtained in the opposite point, which are included in the category of not to choose a peer guide and include: not playing a role in the form of a private tutor, academic advisor and trainer editor, also the peer guide should not have a communication style in relation to the guided follow
threatening or hierarchical.
Conclusion: Accurate identification of the characteristics and competencies of peer mentors along with the effectiveness of the mentoring program and the competencies of the mentored person can lead to the desired result. The findings of this research can help educational planners to select peer leaders who have the necessary competencies and strive to achieve the goals of the process.

کلیدواژه‌ها [English]

  • Mentor
  • Competence
  • Medical Education
  1. Myall M, Levett T, Lathlean J. Mentorship in contemporary practice: The experiences of nursing students and practice mentors. Journal of Clinical Nursing 2008; 17: 1834-42.
  2. Andrews J, Clark R. How peer mentoring enhances student success in higher education: Engineering Education Research Group. Aston University, Birmingham, 2011. https://www.heacademy.ac.uk/system/files/aston_what_works_final_report_1.pdf Accessed 21 Mar 2015
  3. Motevasseliyan M, Nasiriaian Impact  of Near- peer  teaching  on Learning  Dressing  Skill  among Nursing Students. IJME 2014; 14(8): 678-84.
  4. Bagheriyeh F, Hemmati maslek pak M, Hashemloo L. The effect of peer mentoring program on anxiety student in clinical environment. JUN 2015; 13(8):648-54.
  5. Salehi S, Safavi M, Mashoof  S, Parchebafieh  S, Fesharaki M. Effects of peer education  on clinical skills  in  nursing  students,  including  interns  and trainees. Medical Science Journal of Islamic Azad Univesity-Tehran Medical Branch 2016;26(1):36–45.
  6. Sprengel A, Job L. Reducing student anxiety by using clinical peer-mentoring with beginning nursing. Nurse Educator 2004; 29(6): 246-50.
  7. Neary M. Supporting students’ learning and professional development through the process of continuous assessment and mentorship. Nurse Education Today 2000; 20: 463-74.
  8. Akinla O, Hagan P, Atiomo W. A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students. BMC Med Educ 2018 May 8;18(1):98.
  9. Topping KJ. The effectiveness of peer tutoring in further and higher education: A typology and review of the          Higher     Educ. 1996;32:321-45.
    1. Jalilian F, Allahverdipour H, Moinei B, Moghimbeigi A, Barati M, MIRZAEI AM. Prevention of Anabolic Steroids Use Among Gym Users: Application of Peer Education Approach 2011.
    2. Pellatt GC. The role of mentors in supporting Pre Registration nursing      British   J   Nurs 2006;15(6):336-40.
    3. Morton-Cooper A, Palmer A. Mentoring, Preceptorship and clinical supervision: a guide to professional roles  in  clinical    2nd  ed, Oxford: Blackwell 2000.P. 65-6.
    4. Frei E, Stamm M, Buddeberg-Fischer B. Mentoring programs for  medical  students--a  review  of  the PubMed  literature  2000-2008.  BMC  Med  Educ 2010;10:32.
    5. Carden AD. Mentoring and adult career development: the evolution of a theory. Couns Psychol 1990;18(2):275-99.
    6. Nowell L, Norris JM, Mrklas K, White DE. A literature review of mentorship programs in academic nursing. J Prof Nurs 2017;33(5):334-44. 10.1016/j.profnurs.2017.02.007
    7. Dominguez N, Hager M. Mentoring frameworks: synthesis and critique. Int J Mentor Coach Educ 2013;2(3):171-88.
    8. Gilmour JA, Kopeikin A, Douché J. Student Nurses as Peer-Mentors: Collegiality in Practice. Nurse Educ Pract 2007; 7(1): 36-43.
    9. Higgins A, Mccarthy M. Psychiatric Nursing Students experiences ofhaving a mentor during their first practice placement: anirish perspective. Nurse Education in Practice 2005; 5(4): 218-24.
    10. Von der Borch P, Dimitriadis K, Störmann S, et al. A novel large-scale mentoring program for medical students based on a quantitative and qualitative needs analysis. GMS Z Med Ausbild 2011;28(2):Doc26. 
    11. Tan YS, Teo SW, Pei Y. A framework for mentoring of medical students: thematic analysis of mentoring programmes between 2000 and 2015. Adv Health Sci Educ Theory Pract 2018;23(4):671–697. 
    12. Friedman PK, Arena C, Atchison K, Beemsterboer PL, Farsai P, Giusti JB, Haden NK, et al. Report of the ADEA President’s Commission on Mentoring. J. Dent. Educ 2004;68:390–396.
    13. Gironda MW, Bibb CA, Lefever K, Law C, Messadi D. A program to recruit and mentor future academic dentists: Successes and challenges. J. Dent. Educ 2013;77:292–299.
    14. Wilson NHF, Verma M, Nanda A. Leadership in recruiting and retaining talent in academic dentistry J Dent 2019;87:32–35.
    15. Bussey-Jones J, Bernstein L, Higgins S, Malebranche D, Paranjape A, Genao I, et al. Repaving the road to academic success: The IMeRGE approach to peer mentoring. Academic Medicine 2006;81(7):674–679.
    16. Byrne MW, Keefe MR. Building research competence in nursing through mentoring. Journal of Nursing Scholarship 2002;34(4):391–396.
    17. National League for Nursing. Position statement. New York, NY: Author; 2006. Mentoring of nurse faculty. Retrieved July 5, 2014, from http://www.nln.org/aboutnln/PositionStatements/mentoring_3_21_06.pdf.
    18. Welch JL, Jimenez HL, Walthall J, Allen SE. The women in emergency medicine mentoring program: an innovative approach to mentoring. Journal of Graduate Medical Education. 2012;4(3):362–366.
    19. Lopez N, Johnson S, Black N. Does peer mentoring work? Dental students assess its benefits as an adaptive coping strategy. J Dent Educ 2010;74:1197–1205.
    20. John V, Papageorge M, Jahangiri L, Wheater M, Cappelli D, Frazer R, et al. Recruitment, development, and retention of dental faculty in a changing environment. J Dent Educ 2011;75:82–89.
    21. Schrubbe K.F. Mentorship: A critical component for professional growth and academic success. J Dent Educ 2004;68:324–328.
    22. Zerzan JT, Hess R, Schur E, Phillips RS, Rigotti N. Making the most of mentors: A guide for mentees. Acad. Med. 2009;84:140–144.
    23. Abu Kasim NH, Abu Kassim NL, Razak AAA, Abdullah H, Bindal P, Che’ Abdul Aziz ZA, et al. Pairing as an instructional strategy to promote soft skills amongst clinical dental students. Eur J Dent Educ 2014;18:51–57.
    24. Stewart RA, Hauge LS, Stewart RD, Rosen RL, Charnot-Katsikas A, Prinz RA. Association for Surgical Education A CRASH course in procedural skills improves medical students’ self-assessment of proficiency, confidence, and anxiety. Am J Surg 2007;193:771–773.
    25. Elo S, Kyngäs H. The qualitative content analysis process. J Adv Nurs 2008;62(1):107-15.
    26. Mayring P. Qualitative Content Analysis. Forum Qualitative Sozialforschung Forum: Qualitative Social Research 2000; 1(2): 1-10.
    27. Ferrari R. Writing narrative style literature reviews. Medical Writing 2015; 24(4):230-5.
    28. Rother ET. Systematic literature review X narrative review. Acta paul enferm 2007; 20(2):v-vi.
    29. Collins JA, Fauser BC. Balancing the strengths of systematic and narrative reviews. Hum Reprod Update 2005; 11(2):103-4.
    30. Cook DJ, Mulrow CD, Haynes RB. Systematic reviews: synthesis of best evidence for clinical decisions.Ann Intern Med 1997; 126(5):376-80.
    31. Aveyard H. Doing A Literature Review In Health And Social Care: A Practical Guide. New York City:McGraw-Hill Education; 2014.
    32. Jesson J, Matheson L, Lacey FM. Doing Your Literature Review: Traditional and Systematic Techniques Thousand Oaks, California : SAGE Publications; 2011.
    33. Jonathan Kroll.Requisite participant characteristics for effective peer group mentoring, Mentoring & Tutoring: Partnership in Learning 2017; 25: 78-96.
    34. Lennox Terrion J, Leonard D. A taxonomy of the characteristics of student peer mentors in higher education: findings from a literature review, Mentoring & Tutoring: Partnership in Learning 2007; 15: 149-64.
    35. Bulut H, Hisar F, Demir SG. Evalution of Mentorship Programme  in  nursing Education: a pilot study in Turkey. Nurse Eeduc Today 2010; 30(8): 756-62.
    36. Sprengel AD, Job L. Reducing Student Anexitey by using clinical peer mentoring with beginning nursing Student. Nurse Educ 2004; 29(6): 247-50.
    37. de Menezes S, Premnath D. Near-peer education: a novel teaching program. International Journal of Medical Education 2016; 7: 160-7.
    38. Priharjo,R.Hoy,G. Use of peer teaching to enhance student and patient education. Nurs Stand 2011;25:40-43.
    39. Hisler M. Overview of Peer Support Models to Improve Diabetes Self-Managmenet and Clinical 2007; 20(4): 214-221
    40. Rambod M. Rafi F. Sareban M. Social Support Text Book. Tehran, Khosravi Publisher 2010:32-33
    41. Beebe SA, Beebe SJ, Redmond MV, Geerinck TM. Interpersonal communication:relating to others (Toronto, Pearson/Allyn and Bacon); 2004.
    42. Klohnen EC, Shanhong L. Interpersonal attraction and personality: what is attractive—self imilarity, ideal similarity, complementarity, or attachment security? Journal of Personality and Social Psychology 2003; 85: 709–22.
    43. Bowman RL,Bowman VE. Academic courses to train resident assistants, Journal of College Student Development 1995; 36: 39–46.
    44. Johnson-Bailey J, Cervero RM. Mentoring in black and white: the intricacies of crosscultural mentoring, Mentoring & Tutoring 2004; 12: 7–21.
    45. Sands RG, Parson LA, Duane J. Faculty mentoring faculty in a public university, Journal of Higher Education 1991; 62: 174–193.
    46. Jacobi M. Mentoring and undergraduate academic success: a literature review, Review of Educational Research 1991; 61: 505–532.
    47. Ehrich LS, Hansford B, Tennent L. Formal mentoring programs in education and other professions: a review of the literature, Educational Administration Quarterly 2004; 40: 518–40
    48. Mee-Lee L, BushT. Student mentoring in higher education: Hong Kong Baptist University, Mentoring & Tutoring 2003; 11: 263–71.
    49. Wallace D, Abel R, Ropers-Huilman B. Clearing a path for success: deconstructing borders through undergraduate mentoring. Review of Higher Education 2000; 24: 87–102.
    50. Olian JD, Carroll SJ, Giannantonio CM. Mentor reactions to protégés: an experiment with managers, Journal of Vocational Behavior 1993; 43: 266–78
    51. Sosik JJ, Godshalk VM. Examining gender similarity and mentor’s supervisory status in mentoring relationships, Mentoring & Tutoring 2005; 13: 39–52.
    52. Allen TD, Eby LT. Factors related to Mentor reports of mentoring functions provided: gender and relational characteristics. Sex Roles 2004;50:129–39.
    53. Smith-Jentsch KA, Scielzo SA, Yarbrough CS, Rosopa PJ. A comparison of face-to-face and electronic peer-mentoring: Interactions with mentor gender. Journal of Vocational Behavior 2008; 72(2):193-206.
    54. Carapinha R, Ortiz-Walters R, McCracken CM, Hill EV, Reede JY. Variability in women Faculty’s preferences regarding Mentor similarity: a multi-institution study in academic medicine. Acad Med 2016;91:1108–18.
    55. Berk RA, Berg J, Mortimer R, Walton-Moss B, Yeo TP. Measuring the effectiveness of faculty mentoring relationships. Academic Medicine 2005;80(1):66–71.
    56. Maas ML, Strumpf NE, Beck C, Jennings D, Messecar D, Swanson E. Mentoring geriatric nurse scientists, educators, clinicians, and leaders in the John A. Hartford Foundation Centers for Geriatric Nursing Excellence. Nursing Outlook 2006;54(4):183–188.
    57. Khavasi M, Masroor D, Varai S, Joudaki K, Rezaei M. The effect of peer education on diabetes selfefficacy in patients with type 2 diabetes: A randomized clinical trial. Journal of Knowledge & Health 2016; 11(2): 67-74.
    58. Rose GL. Enhancement of mentor selection using the ideal mentor scale, Research in Higher Education 2003; 44: 473–96
    59. Kurepa A. Vertical peer mentoring and advising: a structure for students involvement in multi-level advising. The Mentor: An Academic Advising Journal. https://dus.psu.edu/mentor/2012/04/vertical-peer-mentoring-advising/. Accessed 18 July 2015.
    60. Dennison S.Peer mentoring: untapped potential. Journal of Nursing Education 2010; 49(6): 340-342.
    61. Ousey K. Socialization of student nurses: the role of the mentor. Learning in Health and Social Care 2009; 8(3): 175-84.
    62. Khoshraftar RE, Ildarabadi E, Behnam VH, Emami MZ. The effect of peer education on the mental aspect of quality of life of elderly patients with hypertension. Journal of North Khorasan University 2015; 7(3): 585-95 .
    63. Huybrecht S, Loeckx W, Quaeyhaegens y, De Tobel D, Mistiaen W. Mentoring in Nursing Education:Perceived Characteristics ofMentorandthe Consequnces ofMentorship. Nurse Education Today 2011;31(3): 274-8.
    64. Ravanipour M, Kamali F, Bahreini M, Vahedparast H. Facilitators and Barriers in Application of Peer Learning in Clinical Education according to Nursing Students. Iranian Journal of Medical Education 2011; 11(6):569-79.
    65. Bene KL, Bergus G. When learners become teachers: a review of peer teaching in medical student education. Family medicine 2014; 46(10):783-87.
    66. Rose GLRM, Schuckit MA. Informal Mentoring between Faculty and Medical Students. Acad Med 2005;80(4):344-48.
    67. Pitney WA, Ehlers GG. A grounded theory study of the mentoring process involved with undergraduate athletic training students, Journal of Athletic Training 2004; 39:344–51.
    68. Mohtady HA, Könings KD, Al-Eraky MM, Muijtjens AMM, van Merriënboer JJG. High enthusiasm about long lasting mentoring relationships and older mentors. BMC Med Educ 2019 Sep 23;19(1):364.
    69. Luis EO, Martínez M, Akrivou K, Scalzo G, Aoiz M, Orón Semper JV. The role of empathy in shared intentionality: Contributions from Inter-Processual Self theory. Front Psychol 2023 10;14:1079950.
    70. Lahey P, Trant M, Verderber RF, Verderber KS. Communicate (Toronto, Thomson Nelson); 2005.
    71. Winseman J, Malik A, Morison J, Balkoski V. Students' views on factors affecting empathy in medical education. Acad Psychiatry 2009;33(6):484-91.
    72. Sipe CL. Mentoring: a synthesis of  P/PV  research:  1988–1995;1996.   Available  online   at:www.ppv.org/ppv/publications/assets/40_publication.pdf (accessed  20 February 2005).
    73. Young JP, Alvermann D,  Kaste  J, Henderson S, Many  Being a friend  and  a mentor at the same time: a pooled case comparison, Mentoring & Tutoring 2004; 12:23–36.
    74. Mohammadi E, Amini M, Moaddab N, Jafari MM, Farajpur A. Faculty Member's Viewpoints about the Characteristics of an Ideal Mentor, Shiraz University of Medical Sciences. Interdisciplinary Journal of Virtual Learning in Medical Sciences 2015; 6(2):20-25.
    75. Brockbank A, McGill I. Facilitating reflective learning: Coaching, mentoring and supervision. Kogan Page Publishers; 2012.
    76. Gardiner, C. E. Mentoring: towards an improved professional friendship (Doctoral dissertation, University of Birmingham);2008.
    77. Gholipour A, Akbari M, Rajabpour E. Identify Mentoring Consequences and Ranking of Them: A mixed Method. Journal of Sustainable Human Resource Management 2022; 4(6):27-7.
    78. Tariqehdar A. Types of editing,Boostane Ketab,Qom, Iran. 2004; 978-9640912102
    79. Sharife K, Adib-hajbagery M, Hosieini F. WHICH PEER-BASED APPROACH REDUCES THE CLINICAL ANXIETY OF NURSING STUDENTS? A REVIEW STUDY. Nursing and Midwifery Journal 2019; 16(11):822-831.

    McLean M.  Does  the  curriculum matter  in peer  mentoring? from  mentee  to mentor in problem-based learning:  a unique  case study, Mentoring & Tutoring 2004; 12:173–86.

آموزش و اخلاق در پرستاری
دوره 11، 3-4
مهر 1401
صفحه 91-102