TY - JOUR
T1 - Promoting and supporting a doctor of nursing practice program of scholarship
AU - Gonzalez, Yovan
AU - Finnell, Deborah S.
N1 - Funding Information:
Initially, the mentee’s travel support for professional conferences was sponsored by the mentor’s grant and discretionary funds. During the second year of study, the mentee, with guidance from the mentor, wrote and submitted two successful grant applications. Through a partnership between the AACN and the National Institute on Drug Abuse, the mentee received $10,000 as a training award in the field of substance use to support travel and attendance at professional conferences. Another award was the appointment as fellow for the Substance Abuse and Mental Health Services Administration (SAM-HSA) Minority Fellowship Program through the American Nurses Association. A third award was from a specialty nursing organization to support travel and registration for their annual conference. As a student scholar awardee, the mentee was engaged in small-group interactions and meetings with that organization’s leadership furthering the networks among this specialized nursing community. The receipt of these awards provided support for the mentee’s scholarship, increased visibility, and expanded networks at a national level. In recognition of the mentee’s leadership as a SAMHSA minority fellow in reducing mental health and substance use disparities among ethnic/racial minority populations, the mentee received the Faye A. Gary Leadership Scholarship, which provided additional funds for ongoing scholarship.
Publisher Copyright:
Copyright © SLACK Incorporated
PY - 2020/9
Y1 - 2020/9
N2 - Background: Mentoring in the context of the faculty–student relationship can be one in which each benefits. Creative approaches are warranted to help discriminate the boundaries between the student and the teacher as a mentor, which are often ill-defined and blurred given the high-stakes summative assessments of performance. Method: Six specific, measurable, achievable, relevant and time-based (SMART) goals were established for a mentor and mentee relationship spanning a 2-year period based on a vision for building a program of scholarship. Weekly mentoring sessions were used to monitor progress toward goal attainment. Results: While completing the Doctor of Nursing Practice program, the mentee expanded professional networks, obtained funded fellowships, expanded knowledge and skills related to the substantive area of scholarship, and disseminated that work through professional presentations and publications coauthored with the mentor. Conclusion: Cognizant of the boundaries between course-related products and professional presentations and publications, the goal-driven mentor–mentee relationship is transformational to both.
AB - Background: Mentoring in the context of the faculty–student relationship can be one in which each benefits. Creative approaches are warranted to help discriminate the boundaries between the student and the teacher as a mentor, which are often ill-defined and blurred given the high-stakes summative assessments of performance. Method: Six specific, measurable, achievable, relevant and time-based (SMART) goals were established for a mentor and mentee relationship spanning a 2-year period based on a vision for building a program of scholarship. Weekly mentoring sessions were used to monitor progress toward goal attainment. Results: While completing the Doctor of Nursing Practice program, the mentee expanded professional networks, obtained funded fellowships, expanded knowledge and skills related to the substantive area of scholarship, and disseminated that work through professional presentations and publications coauthored with the mentor. Conclusion: Cognizant of the boundaries between course-related products and professional presentations and publications, the goal-driven mentor–mentee relationship is transformational to both.
UR - http://www.scopus.com/inward/record.url?scp=85090105683&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85090105683&partnerID=8YFLogxK
U2 - 10.3928/01484834-20200817-10
DO - 10.3928/01484834-20200817-10
M3 - Article
C2 - 32865588
AN - SCOPUS:85090105683
SN - 0148-4834
VL - 59
SP - 526
EP - 530
JO - Journal of Nursing Education
JF - Journal of Nursing Education
IS - 9
ER -