Mentoring: A Key Element in Culturally-Sensitive Research Development Toward Evidence-Based Practice

2.50
Hdl Handle:
http://hdl.handle.net/10755/156119
Type:
Presentation
Title:
Mentoring: A Key Element in Culturally-Sensitive Research Development Toward Evidence-Based Practice
Abstract:
Mentoring: A Key Element in Culturally-Sensitive Research Development Toward Evidence-Based Practice
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Miles, Margaret Shandor, PhD, RN, FAAN
P.I. Institution Name:University of North Carolina at Chapel Hill
Co-Authors:Lenora Campbell, DNS, RN
[Evidence-based Presentation] To enhance evidence-based practice, there is a need for culturally sensitive research focused on health disparities among minority populations.áTo develop this body of research, we need to mentor nurses and especially facilitate the development and involvement of minority nurses in research. To that end, the National Institute of Nursing Research at NIH funded centers involving partnerships between research intensive schools and schools with historically underserved students. Our Center for Innovations in Health Disparities Research involved a partnership between the University of North Carolina at Chapel Hill and two historically Black Universities: Winston Salem State and North Carolina Central.áThis paper describes key processes involved in mentoring faculty as they developed and conducted health disparities research and begin to launch their research careers. Our mentoring activities encompass two major processes: research skill development and professional goal development. Research skill development included (1) mentoring individual faculty to focus on a topic of interest, search the research literature, and write proposals that were funded by the center; and (2) ongoing individual consultation and monthly group meetings to facilitate progress in carrying out a pilot study including navigating the IRB; preparing for data collection, recruitment and retention; data management and analysis; preparing abstracts for presentation; and writing papers. Of importance were strategies to help investigators conceptualize and conduct research using approaches culturally sensitive to the populations of interest such as using appropriate conceptual models, innovative design, appropriate data collection methods, and sensitive recruitment strategies. Professional goal development encompassed helping faculty make transitions beyond their primary identity as teachers to encompass an identity as a researcher, confirming and giving positive feedback on progress, and socializing into the research role through participation in research meetings. Mentoring faculty in health-disparities research is essential in developing a sound body of knowledge for evidence based practice with minorities.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleMentoring: A Key Element in Culturally-Sensitive Research Development Toward Evidence-Based Practiceen_GB
dc.identifier.urihttp://hdl.handle.net/10755/156119-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Mentoring: A Key Element in Culturally-Sensitive Research Development Toward Evidence-Based Practice</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Miles, Margaret Shandor, PhD, RN, FAAN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of North Carolina at Chapel Hill</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">mmiles@email.unc.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Lenora Campbell, DNS, RN</td></tr><tr><td colspan="2" class="item-abstract">[Evidence-based Presentation] To enhance evidence-based practice, there is a need for culturally sensitive research focused on health disparities among minority populations.&aacute;To develop this body of research, we need to mentor nurses and especially facilitate the development and involvement of minority nurses in research. To that end, the National Institute of Nursing Research at NIH funded centers involving partnerships between research intensive schools and schools with historically underserved students. Our Center for Innovations in Health Disparities Research involved a partnership between the University of North Carolina at Chapel Hill and two historically Black Universities: Winston Salem State and North Carolina Central.&aacute;This paper describes key processes involved in mentoring faculty as they developed and conducted health disparities research and begin to launch their research careers. Our mentoring activities encompass two major processes: research skill development and professional goal development. Research skill development included (1) mentoring individual faculty to focus on a topic of interest, search the research literature, and write proposals that were funded by the center; and (2) ongoing individual consultation and monthly group meetings to facilitate progress in carrying out a pilot study including navigating the IRB; preparing for data collection, recruitment and retention; data management and analysis; preparing abstracts for presentation; and writing papers. Of importance were strategies to help investigators conceptualize and conduct research using approaches culturally sensitive to the populations of interest such as using appropriate conceptual models, innovative design, appropriate data collection methods, and sensitive recruitment strategies. Professional goal development encompassed helping faculty make transitions beyond their primary identity as teachers to encompass an identity as a researcher, confirming and giving positive feedback on progress, and socializing into the research role through participation in research meetings. Mentoring faculty in health-disparities research is essential in developing a sound body of knowledge for evidence based practice with minorities.</td></tr></table>en_GB
dc.date.available2011-10-26T14:28:21Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T14:28:21Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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