Doyle Nancy W, Gafni Lachter Liat, Jacobs Karen
Department of Occupational Therapy, Boston University, Boston, Massachusetts, USA.
Department of Occupational Therapy, University of Haifa, Haifa, Israel.
Aust Occup Ther J. 2019 Oct;66(5):541-551. doi: 10.1111/1440-1630.12579. Epub 2019 May 15.
Mentoring affords personalised learning for professional growth. Research across disciplines has shown mentoring to positively affect behaviour, attitude, motivation, job performance, organisational commitment, and career productivity and success. This study was conducted to provide an overview of research focussed on mentoring practices and related outcomes specific to the occupational therapy profession.
This study follows Arksey and O'Malley's five main scoping review stages. PubMed, Embase, CINAHL, PsycINFO, Web of Science, ERIC, Social Services Abstract, ScienceDirect and ProQuest databases were searched for mentoring practices in the occupational therapy profession. Inclusion criteria were: empirical studies of mentoring provided to occupational therapy students, practitioners, faculty and researchers, published in English between January 2002 and December 2018. Studies of mentoring provided to occupational therapy clients were excluded. Data were extracted for quantitative information about study characteristics and qualitative information about mentoring processes and outcomes.
Of 1313 retrieved resources, 20 empirical studies were selected for analysis. In these studies, occupational therapy entry-level students, post-professional students, educators, researchers and clinicians were mentored in education, research and clinical areas of practice. Mentoring definitions, rationale, approaches and measurement methods were varied. Mentoring processes and relationships were facilitated by mechanisms of creating a plan, using mentoring strategies and providing support. Common defining terms, mechanisms and outcomes of mentoring were extracted and categorised into: support, learning, process and relationship. Mentoring outcomes were related to knowledge acquisition and translation, professional behaviours, increased productivity and professional networking.
This scoping review presented commonalities of mentoring definitions, mechanisms and outcomes in empirically studied mentoring experiences and programmes in the occupational therapy profession. Methodological gaps in this research emphasise the need for occupational therapy practitioners and researchers to continue researching mentoring experiences by integrating theoretical frameworks, uniform definitions, rigorous design and standardised measures to evaluate the effectiveness of mentoring.
指导为职业发展提供个性化学习。跨学科研究表明，指导对行为、态度、动机、工作绩效、组织承诺以及职业生产力和成功有积极影响。本研究旨在概述聚焦于职业治疗专业指导实践及相关成果的研究。
本研究遵循阿克西和奥马利的五个主要范围综述阶段。在PubMed、Embase、CINAHL、PsycINFO、科学网、教育资源信息中心、社会服务摘要、ScienceDirect和ProQuest数据库中搜索职业治疗专业的指导实践。纳入标准为：2002年1月至2018年12月期间以英文发表的、针对职业治疗专业学生、从业者、教师和研究人员的指导实证研究。排除针对职业治疗服务对象的指导研究。提取有关研究特征的定量信息以及有关指导过程和成果的定性信息。
在检索到的1313份资源中，选取了20项实证研究进行分析。在这些研究中，职业治疗入门级学生、专业后学生、教育工作者、研究人员和临床医生在教育、研究和临床实践领域接受指导。指导的定义、基本原理、方法和测量方法各不相同。通过制定计划、运用指导策略和提供支持等机制促进指导过程和关系。提取了指导的常见定义术语、机制和成果，并将其归类为：支持、学习、过程和关系。指导成果与知识获取与转化、专业行为、提高生产力和专业网络建设有关。
本范围综述展示了职业治疗专业实证研究的指导经验和项目中指导定义、机制和成果的共性。该研究中的方法学差距强调职业治疗从业者和研究人员需要通过整合理论框架、统一定义、严谨设计和标准化测量来继续研究指导经验，以评估指导的有效性。
