This virtual forum showcased successful women leaders in the Philippine health sector who shared their journeys and advice with early-career professionals. The speakers emphasized the significance of mentorship, claiming space, and taking risks. They also highlighted the need for support systems to encourage non-traditional career paths in the health sector for women. The discussion acknowledged the challenges faced by the LGBTQIA+ community in accessing appropriate healthcare and the importance of generating evidence and dialogue to address their unique health needs. Across these contexts, common themes emerged in the importance of mentorship for women leaders in overcoming societal biases and stereotypes.
Gender Equity ; Mentors

PURPOSE: Mentoring is an essential variable in the learning process of student nurses. This study aimed to identify effective mentoring practices in the clinical placement of student nurses. DESIGN AND METHODS: Systematic review and meta-analysis were conducted. The main databases used were PubMed, Cochrane Central Register of Controlled Trials, JBI Database of Systematic Reviews and Implementation Reports, CINAHL, and Medline. The risk of bias was assessed utilizing the JBI appraisal tool. The data were summarized and statistically analyzed using the Comprehensive Meta-Analysis version 3.0 software. RESULTS: Out of 17,946 records screened, six studies met the inclusion criteria. Peer and nurse-led mentoring practices were reported to have positive outcomes in the students' clinical placement. Meta-analysis revealed a statistically significant effect of mentoring in the students' clinical placement (SMD 0.357, 95% CI 0.038, 0.677, I2 = 69.26%, p = 0.028). A subgroup analysis resulted in a statistically significant effect of mentoring by nurses and peers in the improvement of students' knowledge and skills (SMD = 0.426, 95% CI, 0.202, 0.650, I2 = 0%, p = 0.000). CONCLUSIONS: Mentoring can positively influence the interaction between a conducive clinical learning environment and positive learning outcomes. Specifically, this meta-analysis suggests that student nurses can benefit from peer and nurse-led mentoring in improving knowledge and skills. It is suggested that effective mentoring practices be utilized to inform the development of a student mentoring program.
Mentoring ; Mentors ; Students

Education is considered to be a cultural and value-driven matter where any intervention in this field requires certain tools in order to describe the status quo. The current study, while taking into account the contextual texts related to Islamic mentoring, seeks to develop a tool to quantify this concept, as well as introduce the respective psychometric properties. A 113 items questionnaire was designed after reviewing the literature, the recommended guidelines concerning Islamic mentor and mentee, and reviewing available international tools. Content validity of the questionnaire was evaluated based on several criteria of clarity, fitness, and comprehensiveness by a survey of 10 experts and the necessary corrections were made. In the primary phase of this study, the psychometric properties of this questionnaire were evaluated by collecting the data from a random sample of 213 Iranian Ph.D. students in Tehran Universities of Medical Sciences. The factors analysis results show that 70 items, in the form of nine factors, construct the Islamic monitoring. Furthermore, The Cronbach's α coefficient was determined for each factor and the entire questionnaire. Total reliability of the scale was obtained at 0.97. Considering the confirmed validity and reliability of the questionnaire, this tool can be highly beneficial for the experts and education professionals, particularly in the field of medicine, for the assessment and establishment of mentoring.
Education ; Education, Medical ; Humans ; Iran ; Islam ; Mentors ; Psychometrics ; Reproducibility of Results

In countries with advanced health practices, it is important to note the importance of social capital and social support as social determinants in patient health as early as possible, while minimizing the constraints on self-management and reducing health inequalities. Beyond the individual, we offer mentoring and a social support system for individuals using community resources. We examined the growth of mentors and mentees through mentoring effectiveness and mentoring, and discussed the issues to be considered when applying such in the field. Ultimately, educators who are accustomed to 1:1 education or communicative group education should have the opportunity for recognition reconstruction.
Diabetes Mellitus ; Education ; Humans ; Mentors ; Self Care ; Social Capital ; Socioeconomic Factors

BACKGROUND: The use of anatomic implants has improved the aesthetic results of breast surgery; however, implant malrotation is an uncommon, but serious complication of these procedures. Nevertheless, little research has explored implant adhesion. In this study, we investigated adhesion between the expander and the capsule. METHODS: Seventy-nine cases of immediate breast reconstruction via two-stage implant-based reconstruction performed between September 2016 and November 2017 were evaluated. Mentor CPX4 expanders were used in 14 breasts, and Natrelle expanders in 65. We analyzed areas of adhesion on the surfaces of the tissue expanders when they were exchanged with permanent implants. We investigated whether adhesions occurred on the cephalic, caudal, anterior, and/or posterior surfaces of the expanders. RESULTS: Total adhesion occurred in 18 cases, non-adhesion in 15 cases, and partial adhesion in 46 cases. Of the non-adhesion cases, 80% (n=12) were with Mentor CPX4 expanders, while 94.4% (n=17) of the total adhesion cases were with Natrelle expanders. Of the partial adhesion cases, 90.7% involved the anterior-cephalic surface. The type of tissue expander showed a statistically significant relationship with the number of attachments in both univariate and multivariate logistic regression analyses (P<0.001) and with total drainage only in the univariate analysis (P=0.015). CONCLUSIONS: We sought to identify the location(s) of adhesion after tissue expander insertion. The texture of the implant was a significant predictor of the success of adhesion, and partial adhesion was common. The anterior-cephalic surface showed the highest adhesion rate. Nevertheless, partial adhesion suffices to prevent unwanted rotation of the expander.
Breast Implantation ; Breast Implants ; Breast ; Drainage ; Female ; Humans ; Logistic Models ; Mammaplasty ; Mentors ; Tissue Expansion Devices

PURPOSE: In the nursing profession, it is imperative that students are able to transfer their undergraduate knowledge and skills into practice to become competent nurses. The aim of this study was to illuminate how infection prevention and control (IPC) education would be conducted in undergraduate nursing programs. METHODS: A qualitative design utilizing focus group interviews as its data collection method was employed. Twelve professors from twelve South Korean universities that have undergraduate nursing programs were recruited as research participants and divided into two focus groups. RESULTS: Focus group interview analysis showed that IPC education in undergraduate nursing programs for fostering IPC competency was composed of two categories: a pre-clinical course and a clinical course. Each included three subcategories-education contents, education strategies, and considerations of how infection control is taught to students as they continue from beginning to advanced-and the themes of each subcategory were derived. CONCLUSIONS: The findings of this study can provide an overview of how nursing professors should teach IPC education to undergraduates. As IPC education for nurses is very important, more in-depth discussions that include educators, clinical mentors, and nursing students regarding IPC education are needed to ensure patients' safety in clinical settings.
Data Collection ; Education ; Focus Groups ; Foster Home Care ; Humans ; Infection Control ; Korea ; Mentors ; Nursing ; Students, Nursing

Despite the successful development of modern medical educational systems within the last century, such systems need improvement in terms of developing better ways to educate medical students as future clinicians while also nurturing them to be good physician scientists. The period from 1964 to 1972 was called the Golden Era of Nobel Laureates in Medicine. Nine laureates, all graduates from American medical schools, came to the United States National Institute of Health (NIH). During the Vietnam War, many medical doctors substituted military service for service in the NIH, became members of the United States National Academy of Sciences, and attained brilliant medical and scientific achievements. There is a crucial lesson to learn from this golden time of the NIH: ambitious young physicians given opportunities to become cutting-edge scientists can make fundamental discoveries. In hopes of encouraging a similar “golden era” for medical research in Korea, I suggest three steps. First, medical schools and the educational system should provide medical students with more opportunities to conduct in-depth medical research in various fields. Second, the Physician Scientist Program should be further expanded to include more medical students and clinical board holders. Better treatments and approaches are essential for gathering both bright candidates and brilliant mentors, who will support each other in making outstanding scientific discoveries. Finally, the flexibility of the medical educational system in terms of medical students and clinical residency needs updating. In conclusion, a national medical educational system that is well balanced can maintain and support both excellent physician scientists and skillful clinicians.
Hope ; Humans ; Internship and Residency ; Korea ; Mentors ; Military Personnel ; National Academy of Sciences (U.S.) ; Pliability ; Schools, Medical ; Students, Medical ; United States ; Vietnam

Scholarly article writing and publishing in international peer-reviewed journals can become an overwhelming task for many medical, nursing, and healthcare professionals in a university setting, especially in countries whose native language is not English. To help improve their scientific writing skills and publishing capacity, a university-based editing system and writing programs can be developed as educational platforms. These are delivered by a team of specialist editors composed of tenured faculty members who have a strong medical background and extensive experience in teaching courses on medical research, editing, writing, and publishing. For the editing system, the specialist editors provide comprehensive editing, personalized consultation, full editorial support after peer review, guidance with online submissions/resubmissions, and detailed editorial review at different stages of the manuscript writing. In addition, the specialist editors can develop writing programs such as medical writing and editing internships, academic courses in medical writing or research study designs and reporting standards, special interactive lectures and sessions on predatory publishing, seminars on updated editorial guidance of global editorial associations, academic visits on medical writing and editing, medical writing mentoring program, networking programs in scholarly communication, and publication resources in medical writing and scholarly publishing. These editing system and writing programs can serve as integrated platforms for improving scientific writing skills and publishing capacity by providing continuing education in medical writing, editing, publishing, and publication ethics.
Delivery of Health Care ; Education, Continuing ; Ethics ; Humans ; Internship and Residency ; Lectures ; Medical Writing ; Mentors ; Nursing ; Peer Review ; Publications ; Specialization ; Writing*

PURPOSE: The purpose of this study was to explore the role of clinical nursing instructors' lived experience in clinical practicum.METHODS: Data were collected from 11 clinical nursing instructors by in-depth interviews. The data were analyzed using content analysis of Downe-Wamboldt (1992).RESULTS: Four themes and twelve subthemes were extracted. 1) Recognizing and conducting the roles of clinical nursing instructor: ‘Helping and providing support for successful clinical practicum’, ‘Coordinating clinical activities in daily practice’, ‘Providing mentoring as an elder in life’; 2) Participating in improving integrative nursing competency: ‘Helping to improve cognitive competency’, ‘Helping to improve functional competency’, ‘Contributing to form desirable professionalism’, ‘Helping to deliberate the nature of nursing’; 3) Experiencing difficulties in performing the role of clinical nursing instructor: ‘Facing with difficulty from institutional limits’, ‘Recognizing difficulty from lack of personal knowledge and experience’; 4) Experiencing value of clinical nursing instructor and accomplishing personal growth: ‘Making efforts to widen personal knowledge and experience’, ‘Developing one's own educational competency’, ‘Making a chance to reflect oneself’.CONCLUSION: Despite the distinctive features of clinical nursing instructors, little is known of the characteristics. The results of this study could be used as a reference to improve the quality of clinical nursing education.
Education ; Education, Nursing ; Humans ; Mentors ; Nursing ; Preceptorship ; Qualitative Research

BACKGROUND: This study was to evaluate the effect of bone graft procedure on the primary stability of implants installed in fresh sockets and assess the vertical alteration of peri-implant bone radiographically. METHODS: Twenty-three implants were inserted in 18 patients immediately after tooth extraction. The horizontal gap between the implant and bony walls of the extraction socket was grafted with xenografts. The implant stability before and after graft procedure was measured by Osstell Mentor as implant stability quotient before bone graft (ISQ bbg) and implant stability quotient after bone graft (ISQ abg). Peri-apical radiographs were taken to measure peri-implant bone change immediately after implant surgery and 12 months after implant placement. Data were analyzed by independent t test; the relationships between stability parameters (insertion torque value (ITV), ISQ abg, and ISQ bbg) and peri-implant bone changes were analyzed according to Pearson correlation coefficients. RESULTS: The increase of ISQ in low primary stability group (LPSG) was 6.87 ± 3.62, which was significantly higher than the increase in high primary stability group (HPSG). A significant correlation between ITV and ISQ bbg (R = 0.606, P = 0.002) was found; however, age and peri-implant bone change were not found significantly related to implant stability parameters. It was presented that there were no significant peri-implant bone changes at 1 year after bone graft surgery. CONCLUSIONS: Bone graft procedure is beneficial for increasing the primary stability of immediately placed implants, especially when the ISQ of implants is below 65 and that bone grafts have some effects on peri-implant bone maintenance.
Heterografts ; Humans ; Mentors ; Tooth Extraction ; Torque ; Transplants