Olson R K, Connelly L M
University of Kansas, Kansas City, USA.
J Prof Nurs. 1995 Sep-Oct;11(5):270-5. doi: 10.1016/s8755-7223(05)80007-9.
This article reports a study of the mentoring relationships that developed during predoctoral fellowships awarded to five nursing students who worked with faculty mentors at the University of Kansas, School of Nursing. Data were gathered through interviews and a written questionnaire from each of eight study participants (four of the five pairs). The analysis of interview and questionnaire data supported the existence of a mentoring relationship according to Yoder's (1990) model of mentoring, with the addition of two variables, socialization as a researcher and mutual sharing, that are unique to doctoral education. Themes that represented the experience of the mentor-protégé pairs were identified: (1) productivity, (2) work organization, (3) mutual learning, (4) problems encountered, (5) beneficial research application skills, and (6) innovative communication. All participants were enthusiastic about the experience, and students indicated increased confidence in application of the research process.
本文报道了一项关于指导关系的研究，该关系形成于授予五名护理专业学生的博士前奖学金期间，这些学生与堪萨斯大学护理学院的教师导师一起工作。数据通过对八名研究参与者（五对中的四对）每人进行访谈和书面问卷调查收集。根据约德（1990年）的指导模型，对访谈和问卷数据的分析支持了指导关系的存在，同时还增加了两个变量，即作为研究者的社会化和相互分享，这两个变量是博士教育所特有的。确定了代表导师-学员对经历的主题：（1）生产力，（2）工作组织，（3）相互学习，（4）遇到的问题，（5）有益的研究应用技能，以及（6）创新沟通。所有参与者都对这段经历充满热情，学生们表示在研究过程的应用方面信心增强。
