Literaturnachweis - Detailanzeige
Autor/inn/en | Naidoo, Keshrie; Yuhaniak, Heather; Borkoski, Carey; Levangie, Pamela; Abel, Yolanda |
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Titel | Networked Mentoring to Promote Social Belonging among Minority Physical Therapist Students and Develop Faculty Cross-Cultural Psychological Capital |
Quelle | In: Mentoring & Tutoring: Partnership in Learning, 29 (2021) 5, S.586-606 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1361-1267 |
DOI | 10.1080/13611267.2021.1986794 |
Schlagwörter | Social Networks; Sense of Community; Minority Group Students; Doctoral Students; Medical Students; Physical Therapy; Mentors; Graduate School Faculty; Questionnaires; Student Experience; Outcome Measures; College Student Experiences Questionnaire |
Abstract | The purpose of this study was to examine whether a networked mentoring program aligned with the racial/cultural identity development model could mitigate social isolation and promote a sense of belonging among first-year racial and ethnic minority Doctor of Physical Therapy students. Mentoring teams consisted of a first-year minority student, a faculty mentor, and a second-year minority peer mentor. First-year mentees described feeling more connected to the institution through interactions with peer and faculty mentors in mentoring sessions and networking events. Faculty mentors demonstrated a significant increase in cross-cultural psychological capital throughout the six-month intervention period. Peer mentors articulated their professional growth through participating in the networked mentoring model, highlighting the reciprocal benefits associated with mentoring. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |