Byrne Mary W, Keefe Maureen R
Columbia University School of Nursing, 617 West 168 Street, New York, NY 10032, USA.
J Nurs Scholarsh. 2002;34(4):391-6. doi: 10.1111/j.1547-5069.2002.00391.x.
To explore how mentoring can be used to build research competence in nursing in various professional and geographic settings.
The traditional concept of mentoring in interdisciplinary health professions and its application to nursing research.
Literature review of MEDLINE and CINAHL databases 1990-2001 and personal reflections on mentoring and mentored experiences.
Mentoring relationship models identified include: traditional mentor and protégé, team, peer, inclusive, and mentoring forward. E-mentoring strategies facilitate interactions for long-distance relationships. Discrete projects, multiple mentor sources, and mutually beneficial peer relationships can enable mentoring across one's career. Psychosocial dimensions of mentoring support creative work. When scholarly productivity with funded research is the desired outcome, intense involvement of a protégé with an expert researcher is essential.
Choices among mentoring models can be made in accordance with resources, priorities, and objectives congruent with a given nursing setting and time, but optimum scholarly productivity requires experts and sustained support.
探讨如何利用指导来培养不同专业和地域环境下护理领域的研究能力。
跨学科健康职业中指导的传统概念及其在护理研究中的应用。
对1990 - 2001年MEDLINE和CINAHL数据库进行文献综述，并对指导及被指导经历进行个人反思。
确定的指导关系模式包括：传统导师与学员模式、团队模式、同伴模式、包容模式和前瞻性指导模式。电子指导策略促进远程关系的互动。离散项目、多个指导来源以及互利的同伴关系能够在一个人的职业生涯中实现指导。指导的社会心理层面支持创造性工作。当期望的结果是获得资助研究的学术产出时，学员与专家研究人员的密切参与至关重要。
可以根据与特定护理环境和时间相符的资源、优先事项和目标在指导模式中进行选择，但最佳的学术产出需要专家和持续的支持。
