Granner Josephine R, Shuman Clayton J, Smith Asa B, Umberfield Elizabeth E, Smith Ellen M L
Yale University School of Medicine, New Haven, CT, USA; West Haven VA Medical Center, Washington, DC, USA.
University of Michigan School of Nursing, Ann Arbor, MI, USA.
Nurse Educ Today. 2025 Oct;153:106794. doi: 10.1016/j.nedt.2025.106794. Epub 2025 May 31.
Quality mentorship plays a crucial role in shaping the intellectual and professional growth of PhD students and is therefore a pivotal component of their education. Despite the recognized importance of mentorship, few rigorously validated instruments exist to measure the multifaceted dimensions of mentorship quality. Our Collaboration for Leadership and Innovation in Mentoring (CLIM) survey, which comprehensively assesses PhD mentorship quality, was previously developed in a nursing student population yet has not been robustly validated.
The purpose of this study was to conduct a psychometric evaluation of the CLIM Survey including 1) reducing the number of items and 2) identifying dimensions and testing reliability and validity in a diverse PhD student sample.
This was cross sectional instrument development and validation study.
A total of 819 PhD students representing 19 departments at a large public university.
We administered the 44-item CLIM instrument via anonymous surveys. To reduce the number of items and assess structural validity, we used principal component analysis (PCA). We included components with eigenvalues >1.0 and items with component loadings >0.3 on one component. The instrument was reduced to 22 items across 6 components: 1) Working Together, 2) Mentor Availability, 3) Mentoring Teams and Goals, 4) Shared Research Interests, 5) Mutual Respect, and 6) Mentor Benefit.
Strong internal consistency reliability of the resulting instrument (CLIM-22) was demonstrated by an α = 0.89; total scores ranged from 15 to 110 (mean = 81.57; SD = 15.42), with higher scores indicating higher mentorship quality.
These results support the reliability and validity of the new CLIM-22 instrument, offering a standardized tool to assess PhD mentorship experiences. Effectively measuring the quality of mentor-mentee relationships in PhD programs should be integrated with targeted interventions to enhance doctoral education, student experiences, and mentor-mentee relationships.
高质量的导师指导在塑造博士生的学术和职业成长方面起着至关重要的作用，因此是他们教育的关键组成部分。尽管导师指导的重要性已得到认可，但用于衡量导师指导质量多方面维度的经过严格验证的工具却很少。我们的指导领导力与创新合作（CLIM）调查全面评估了博士生导师指导质量，该调查先前是在护理专业学生群体中开发的，但尚未得到充分验证。
本研究的目的是对CLIM调查进行心理测量学评估，包括1）减少项目数量，以及2）在不同的博士生样本中识别维度并测试信度和效度。
这是一项横断面工具开发与验证研究。
来自一所大型公立大学19个系的819名博士生。
我们通过匿名调查发放了包含44个项目的CLIM工具。为了减少项目数量并评估结构效度，我们使用了主成分分析（PCA）。我们纳入了特征值>1.0的成分以及在一个成分上成分载荷>0.3的项目。该工具被缩减为涵盖6个成分的22个项目：1）共同协作，2）导师可及性，3）指导团队与目标，4）共同研究兴趣，5）相互尊重，以及6）导师收益。
所得工具（CLIM - 22）显示出很强的内部一致性信度，α = 0.89；总分范围为15至110（均值 = 81.57；标准差 = 15.42），分数越高表明导师指导质量越高。
这些结果支持了新的CLIM - 22工具的信度和效度，提供了一个评估博士生导师指导经历的标准化工具。有效测量博士项目中导师 - 学生关系的质量应与针对性干预相结合，以加强博士教育、学生体验以及导师 - 学生关系。
