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Mentorship For Health Research Training Fellows Supporting Clinical Academic Careers for health care professionals


Purpose of this Booklet This booklet is designed as a resource for mentees, mentors and others involved in the National Institute for Health Research (NIHR) Mentorship for Health Research Scheme. It gives information about the scheme and what it offers, explains how mentoring within the scheme works and offers useful guidance about getting the most from the scheme as well as suggestions for further information and resources which may be helpful. The booklet also explains more about mentoring and how it can enable aspiring clinical academics in health to build a rewarding career that combines clinical leadership with research and make their best contribution to patient care. The case studies and quotes within the booklet are examples from real mentees and mentors within the scheme and illuminate their experience of mentoring and help to illustrate how mentoring has worked for them. Further information about the scheme and details of our programmes of webinars and events are available on our website at www.healthresarchmentor.org.uk


Contents Foreword by Professor Annie Topping ............................................................................2 Introduction to the Mentorship for Health Research Training Fellows Scheme ..................4 How the Mentorship for Health Research Training Fellows Scheme Operates ..................6 Who are our Mentors? ..................................................................................................12 Getting the Most from the Mentorship Scheme..............................................................14 What do Mentees Say About the Scheme? ..................................................................16 A Case Study of the Mentoring Relationship: The mentee's perspective ........................17 A Case Study of the Mentoring Relationship: The Mentor's perspective ........................19 Scheme Evaluation ........................................................................................................22 Useful Resources ..........................................................................................................24 The NIHR Mentorship Team ..........................................................................................25

Useful Contact Details: Dr Geraldine Byrne, Scheme Co-ordinator

g.1.byrne@herts.ac.uk

Lindsey Parker, Scheme Administrator

l.j.Parker@herts.ac.uk

Dr Berenice Golding, Research Fellow

b.golding@hud.ac.uk


Foreword

Professor Annie Topping Chair of Management Group, November 2011 – October 2013

Professor Sally Kendall Chair of Management Group, from November 2013

It gives me great pleasure to introduce this handbook. It represents the wealth of experience the partners brought to designing the Mentorship Scheme for Clinical Academic Training (CAT) Scheme Fellows. Over the last two years we have learnt much from working with mentors and Fellows. That learning has reinforced to me the value mentorship can bring to those involved, and that message resonates through the advice and guidance presented in this handbook. This handbook has been designed as an aid to help you build and sustain your mentorship relationship. It offers tips that I hope will assist you to find the best ways to work together. It offers strategies that may help guide your mentorship journey. I hope you find it useful and importantly gain much from participating in the Scheme. Mentorship has been described as a gift of wisdom, possibly as the first account of mentorship relationship involved Athena the goddess of wisdom. She was described as taking on the form of Mentor, an elderly adviser nominated by Odysseus to provide counsel to his son, Telemachus, when he went off to fight in the Trojan War. The disguised Athena whispered advice to the young prince. This notion of mentorship has over the ages been translated into an image of an older person giving advice to someone less experienced. That picture only partially captures the essence of mentorship. It fails to recognise that mentorship is not just about giving advice to someone but more a twoway exchange. Of course mentors are likely to be more experienced and may indeed be older than their protĂŠgĂŠe, yet age is not the important characteristic. Successful mentorship involves both parties giving and receiving, exchanging and creatively sensemaking, working together and hopefully each gains from the interaction. Although the mentee may gain more tangible benefits in terms of building a clinical academic career, I hope mentors feel that they have gained something from being part of the Scheme. I appreciate like many successful relationships mentorship takes time and effort, but the benefits can be enduring.

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So I hope you enjoy the experience, find the guidance in this handbook helpful and, avoiding any of the fates that Odysseus encountered, successfully navigate your own desired journey. Professor Anne Elizabeth Topping Assistant Executive Director of Nursing – Nurse Education Department of Nursing Education and Research Hamad Medical Corporation Qatar previously Director - Centre for Health and Social Care Research Human and Health Sciences University of Huddersfield and Chair of the NIHR Mentorship Scheme

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Introduction to the Mentorship for Health Research Fellows Scheme Background to the scheme The primary aim of the NIHR Clinical Academic Training (CAT) and Healthcare Scientist (HCS) Programmes is the development of a world-class research environment and culture across the professions of nursing, midwifery, allied health and healthcare scientist professions. In order to achieve this aim a Mentorship for Health Research Training Fellows Scheme has been established in England to develop an increased number of these health professionals capable of operating at the highest level and able to become the clinical academic leaders of the future, as well as role model the contribution research can make to enhancing quality evidence-based care and the patient experience. Our mentorship scheme is designed to have a positive impact on the career aspirations, and development of such professionals and enhance their productivity and leadership. The Mentorship for Health Research Training Fellows Scheme is funded by the Department of Health, the Chief Nursing Officer and the Chief Scientific Officer and is developed and delivered by a partnership of organisations concerned with promoting excellence in health research and clinical practice. The scheme partners are listed on the back of this booklet.

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Aims and content The overall aim of the scheme is to provide high quality mentorship to support the next generation of clinical academic leaders. The scheme offers: • A faculty of mentors who are nationally and internationally recognised leaders in the field of health and research who have demonstrated sustained success in linking research and practice. • Individual mentoring support for post-doctoral senior clinical lecturers, clinical lecturers, healthcare scientists, and clinical doctoral research fellows. • Group and peer support to clinical doctoral research fellows and master's research fellows. • Face-to-face and on-line mentorship preparation. • A programme of on-line webinars and forums • Outreach activities including an Annual School and links with regional and professional networks

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How the Mentorship for Health Research Fellows Scheme operates Scheme Organisation A management team, comprised of representatives of each of the partner organisations, holds responsibility for achieving the aims of the scheme and ensures that the scheme is designed and organised in a way that effectively meets the needs of mentees and mentors and the NIHR programme. A Steering Group, comprised of key figures in health research, clinical leadership and mentorship, and the management team, provides strategic direction and expertise to ensure the quality, relevance and value of the mentorship scheme. Membership of the Management Group and Steering Group is shown on Page 25. The mentorship scheme is managed, on a day-to-day basis, by Dr Geraldine Byrne, Scheme Co-ordinator, with support from Lindsey Parker, Scheme Administrator. Together they take responsibility for recruitment to, and day-to-day running of, the scheme with Geraldine working with mentees and mentors to ensure effective matching, support and development.

Geraldine Byrne

Lindsey Parker

Recruitment of mentees Individual mentorship is available for all NIHR funded post- doctoral senior clinical lecturers, clinical lecturers, healthcare scientists, and clinical doctoral research fellows. We contact all potentially eligible mentees, explain the aims and purpose of the scheme and invite them to enrol for mentoring.

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Mentor Nomination Once application is approved, mentees are invited to nominate three mentors from our faculty. If you are thinking of joining the scheme as a mentee, it is important to consider what you would like to gain from this mentoring relationship and what it will offer you that is different to, or complements, mentoring or supervisor support you already receive. It may make sense to choose a mentor from a different professional background to your own, or someone who has skills or experience that would not be otherwise available to you - for example expertise in specific research methodologies, track record of grant capture or a significant international profile. Guidance notes for nominating mentors are shown in Box 1.

Box 1: Choosing a mentor As a mentee you may find it helpful to: • Think honestly about your own future career plans and aspirations • Identify areas where support, guidance or experience, additional to that you currently receive, could help you move forward • Consider the issues one of our experienced NIHR mentors could help you with • Browse the NIHR scheme website to see if there is anyone whose experience or philosophy inspires you or seems to offer what you are looking for • Contact the scheme co-ordinator if you wish to talk through your ideas Then • Complete - and return - the Mentor Nomination Form

Geraldine is also able to discuss your specific needs with you and can help you nominate mentors who may be most appropriate for you.

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How the Mentorship for Health Research Fellows Scheme operates Mentor- Mentee Matching Provisional Matching Once your mentor nominations are received, Geraldine will provisionally match you with a mentor from the scheme faculty - normally we are able to allocate you to one of your three nominated mentors. Geraldine then writes to both the mentee and proposed mentor, explaining that they are provisionally matched as a mentoring pair under the NIHR scheme. Mentee and proposed mentor are invited to make contact - either face-to-face, by telephone or skype - and discuss how they might work together. It is the responsibility of the mentee to initiate this initial contact. Confidential mentoring proforma We recognise that it is important that mentee and mentors both feel able to work well together and that the quality of the relationship is dependent on a number of factors including professional background, personality, previous experiences and aspirations for the future. We therefore invite mentees and proposed mentors to each complete a confidential mentoring proforma following the initial contact, confirming they are happy to work together.

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Approval of mentoring pairs Once mentees and proposed mentors confirm they are both happy to proceed, they are approved as a mentoring pair and the mentoring relationship commences. Please note: within the NIHR scheme, it is primarily the responsibility of the mentee to initiate the initial contact with their mentor. Thereafter contacts will be negotiated, although it is expected that the mentee will take a lead with these arrangements. Nevertheless, it is expected that mentors will be responsive to the reasonable needs and requests of their mentees and be available for mutually agreed sessions. The first meeting is crucial and can set the tone for the future mentoring relationship. Box 2 provides some guidance for this meeting. The success of mentoring is linked to the quality of the relationship so it is important to take time to talk about your expectations, hopes and how you will judge the value of mentorship. Be realistic about what you want and can offer - both as a mentee and mentor.

Box 2: Initial contact The first meeting, preferably face-to-face, should include a discussion of what each of you, mentee and mentor, want to get from the mentoring relationship and how you will work together. Some issues it may be useful to discuss are • Confidentiality (of conversations and written records) • The focus of the mentoring What the mentee hopes to gain Why they chose their particular mentor How success will be measured • Time commitments, for example, duration and frequency of meetings or telephone contacts • Location of meetings, for example, face-to-face, online or skype • Recording meetings mentee mentor • How you will work together. For example will you have regular meetings, or a more flexible arrangement? Will you agree a focus in advance of meetings or talk about issues as they arise? Will goals be set at the outset or will they emerge over time?

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Working Together The focus of NIHR mentoring NIHR fellows are usually well supported by their research supervisors and, within their sphere of practice, by clinical leads and managers. However, our mentees tell us that they find it extremely helpful to work with a senior researcher/clinical leader who is outside their usual networks. Such a person can provide insights, experience and wisdom that would not otherwise be available to them and be a real resource to help them develop their career and make their best contribution to practice. Usually conversations with mentors are about broader issues than those discussed at research supervision sessions. For example they may focus on what the mentee wishes to achieve through their clinical leadership, how they can build a more ambitious research profile or how to network more strategically and effectively. Because the mentor is not a supervisor or manager, he or she will have no vested interest in any particular outcome or decision and so is able to provide an objective sounding board. They may also use their own experience to share insights and stimulate thinking, where appropriate, Mentoring conversations, within the NIHR scheme, are confidential so the mentee can talk without worrying that the issues discussed will be made known to others. This objectivity and confidentiality helps create a safe and supportive space where mentees can explore their aspirations, share their concerns and develop their professional goals. NIHR mentors are some of the most successful internationally recognised health researchers and clinical leaders working in the country. It may seem, at first, rather daunting to discuss your own professional experiences and ambitions with such a person. However, all the mentors working within the NIHR scheme have chosen to join the scheme because they are highly committed to enabling the clinical academic leaders of the future to grow and develop. They are all volunteers and understand the difficulties you face in building a clinical academic career. Many of them had to find their own way through the complexities of building such a career, when there was less support available than there is today. They thoroughly enjoy the role of mentor and tell us that they find the experience rewarding and also professionally worthwhile - as it strengthens their insights and links to clinical careers and patient care.

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What mentors say about the role Mentoring my clinical lecturer mentee has been one of the most enjoyable aspects of my role. To have seen the progress she has made over the last year, particularly with her NHS role, has been hugely rewarding.

Mentoring within the NIHR scheme has been very helpful because I often think I can give advice or help or support within my own profession, but this scheme has really broadened my thoughts and made me realise that a lot of these skills are generic, transferable. You don't have to be the same profession as the person you are mentoring.

Seeing my mentee develop in her clinical academic career is extremely rewarding.

That feeling that you've been able to help someone else move their clinical academic career forward. That was something I was really looking forward to and have really enjoyed.

Make the most of your mentor, therefore, and don't be afraid to ask them for their help and guidance - they are keen to support you!

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Who are our mentors? Mentors seek to help others achieve their potential...

Anthony Redmond Mentor

Sue Latter Mentor

Claire Goodman Mentor

Our mentors are senior healthcare scientists, academics and professional leaders with a range of experience nationally and internationally. They bring essential and unique sector knowledge and understanding of the leadership challenges which face clinical academic researchers from nursing, midwifery, the allied health professions and healthcare sciences. Our mentors have: • Recognised leadership in the field of health and research which demonstrates ............ sustained success in linking the territory between research and practice. • A professional portfolio which demonstrates a significant track record in competitive .. grant capture, scientific publication and capacity building in health research. • Experience of inter-disciplinary working and an appreciation of the different ways of .... working within professions. • Currently in a position where they are active in leading and developing research across the academic clinical divide in England. • Enthusiastic about developing the potential of others

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What do our mentors offer? Our mentors offer individual support and guidance to NIHR fellows to help them plan and manage their own professional goals, learning and development in order to build a successful career that embraces clinical excellence and academic rigour. NIHR mentors will typically: • Listen and ask questions • Stimulate thinking • Support, encourage and challenge • Signpost - where appropriate - opportunities, information resources and networking .. opportunities • Act as inspirational role models NIHR Mentors do not: • Collaborate on research or grant applications

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Getting the most from the NIHR mentorship scheme Mentees

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Think about your overall goals and aims yet be aware that goals often change as the mentoring progresses and as you develop. It may be helpful to have one or two broad goals and allow other issues to emerge over time.

Come to each session prepared to talk about issues that are of concern to you, whether they are about clinical practice, research or your wider plans and goals.

Spend some time before each session thinking about what you would like it to cover and what you would like to get from it. Make a note for yourself - and perhaps email your mentor in advance so they have a chance to think about these matters.

Following each session, keep a record of the issues discussed, any insights gained or decisions reached and any actions you have decided to undertake.

Between sessions reflect on the mentoring experience and how it is working for you - Make notes on your reflections. These may be for yourself or you may also choose to share some of your observations with your mentor.

Unless there is a good reason not to, take the actions you decided upon in discussion with your mentor.

If you think the mentoring relationship could be improved discuss this with your mentor.

If you find this mentoring relationship is not working well for you, you can change. Sometimes one mentor works for a while....and then someone else is needed.


Mentors You may find it useful to keep in mind a model of mentoring as a framework to support your mentee. The scheme mentor preparation programme uses the Alred and Garvey (2010) Three Stage Model -Exploration; New understanding; Action - as a useful guide to the overall process and to individual sessions.

Use open questions to help your mentee think things through for themselves.

Be cautious about giving advice - the mentees situation may be different from your own or those you are familiar with.

Occasionally, however, it can be useful to share your own experiences and insights - you have been chosen by your mentee because of your experience.

Keep a brief record of key issues discussed and actions agreed so that you can help your mentee keep on track with their ambitions, or choose more appealing alternatives.

Reflect on the mentoring relationship between sessions and particularly your own role as a mentor - what strategies work well, which ones less so.

Mentors are sometimes uncertain about how helpful they are for their mentees so ask for feedback.

If you think the mentoring relationship could be improved discuss this with your mentee

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What do our mentees say about the scheme? 'I feel motivated and empowered to get on with things. Helps me 'look up' more and see the bigger picture. I also get reassurance and find other ways of achieving the same goal.

'My mentor tries to understand my situation and offer different solutions that I would not have considered myself.

I've learned to be strategic about building my career and also I've learned to be reflexive and how to have a general plan but then take opportunities and build them into the general plan.

Renewed confidence, Re-focused direction and understanding the bigger picture and navigating the broader system to truly achieve patient benefit for many

My mentor has experience of dealing with the challenges that I am currently facing. Without my mentor I would not readily have contact with anyone in a similar position to me.

It's helped to give me confidence around communication, confidence in negotiating and bridging the gap towards becoming more of a leader

The quality of the relationship is good. There is trust and there's a positive interpersonal relationship. It's open, it's honest, it's flexible and therefore it's all the things I need it to be really.

I think it's good. It's great. I was unsure of what a mentoring relationship would be like and I think it's worked out very well.

I have found my mentor to be excellent in all aspects. I was already aware of her expertise but now fully appreciate how her own experiences mirrors mine and her wealth of experience has been really appreciated.

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A case study of a mentoring relationship: the mentee's perspective

Lindsey Cherry Lindsey Cherry is an NIHR Clinical Lecturer in Podiatric Rheumatology at the University of Southampton and Solent NHS Trust. Having previously held an NIHR clinical doctoral research fellowship, Lindsey chose to join the NIHR mentorship scheme as she approached the transition from doctoral to post-doctoral work, 'I was finishing my PH.D. and looking to see what I needed to do next and I needed some help and guidance and direction. I was looking for a mentor, although I didn't realise exactly what it [mentoring] was.' When she joined the scheme Lindsey didn't really know what she expected to gain from a mentor, 'I don't think I had a clear set of expectations. I was just looking for general guidance. I was looking for someone who was in a split post like me, a clinical academic, who was working at a high level as a clinician and working at a high level as a researcher and was bridging the gap between the two. That was really important to me - that they [the mentor] understood the two'. On their first meeting Lindsey was unsure of what to expect of the relationship or how they would work together, 'The first meeting was almost formal because you don't really know each other so it was kind of 'ok, what do you want from me' and I was quite nervous, wondering, 'why are you (her mentor) offering to give me your time because you're so busy.' On the second meeting, we had a dramatic change because very quickly my mentor was able to step back and see exactly what I was looking for, see things from a different perspective and touched on some real issues - without me realising they were even there!

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Lindsey believes it is her mentor's understanding of her particular situation that is most valuable, 'I have a research supervisor and I have a clinical supervisor, but my mentor's really important to me because she's the only other person that I have contact with that understands what it's like to try and bring the two together or to work across in the positions. Although we're in different professions and work in completely different research areas the challenges seem to be similar for both of us or she's experienced similar challenges. There have been times when I've thought something isn't going to work, and she's been the person who's helped me navigate my way through. So it's been undoubtedly absolutely invaluable.' One of the benefits of the mentoring relationship is how it has helped Lindsey to raise both her aspirations for her research and for her clinical practice. 'It’s encouraged me to raise my ambitions, to look not just one step ahead but also two or three steps ahead. So at the beginning of my post-doc experience my ambition was to survive and maybe get some papers published, and then on the clinical side it was about developing the service. After talking to my mentor it's more 'Where's your next big grant going to come from? Who’s going to pay for you at the end of your award? Why aren't you aiming for a consultancy? It's a change in perception and a change in my thinking about why I am here and what I can do. For example, initially my clinical goal was to improve the service for my patients and actually I've revised that goal to improve the service across the region. Lindsey has learned that mentorship from an experienced, supportive professional from outside her own network helps her to see a broader perspective, ‘‘It’s really helpful, really really helpful to have a person who is outside of your team, outside of your area of work, outside of everything that's in your own world. To be able to stand back and be effective and give quite honest feedback and critique, but also to be your friend while doing it.' Looking to the future she believes the mentoring will change over time as her professional development needs evolve, 'I don't want to lose my mentor, but I can see a time in the future when it might be good to change or when she needs to pair with someone else. I don't want to be keeping my mentor when she could be helping someone else but I think our relationship is naturally evolving so that we will need each other less and less and then have shorter, but just as effective, meetings. And, for myself, I would be really keen to mentor other folks in the future, definitely. It genuinely has made a massive difference to me to have a mentor.

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A case study of a mentoring pair: the mentor's perspective

Lisa Roberts Lisa Roberts is a clinical academic working as a consultant physiotherapist and senior lecturer at the University of Southampton. Until recently she has held a funded fellowship from Arthritis Research UK and now holds one of the few NIHR Senior Clinical Lectureships. She leads the clinical effectiveness agenda within her Trust, contributes to the Allied Health Professionals Research Network and holds a number of external roles related to musculoskeletal research and practice. Lisa chose to become an NIHR mentor because she wanted to help others follow the pathway she had had to negotiate alone. 'I've always had an interest in mentoring. I think the reason for wanting to be an NIHR mentor was because I'd had a positive experience of being mentored by a senior academic in the past. I felt really passionate about clinical academic careers and was really keen to help others get going because its not an easy path and I certainly think having to put my own pathway together, I was keen to try and help others so that they don't have to go through all that.' When she joined the scheme, as a mentor, Lisa had some broad expectations about what it may involve, but wanted to be guided by the needs of her mentee, 'I was expecting to develop a personal relationship that focused very much on their [the mentee's] development and progression and furthering their own clinical academic career. I didn't have any preconceived ideas about what topic or what things they would want to bring to the sessions because obviously I realised they were probably going to be outside my own organisation. What I really wanted from the relationship was somebody to feel they could be honest, try new ideas, try and find ways forward but also to feel comfortable enough to say this isn't working. I know from experience these roles are difficult and I really wanted to develop that comfortable zone where they were able to be really honest and share what was really going on.'

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On their first meeting, Lisa and Lindsey talked about how they would work together, the outset was how to make this post work in the NHS and this was going to be a new role, really breaking new ground in a new team and how to move that forward.' Lisa and Lindsey did not set a formal agenda for their mentoring work, but decided a flexible arrangement where they negotiated goals and activities as they progressed would work best for them, 'At the first meeting we talked about what the nature of the relationship would be and how we would move things forward. We talked about having two or three sessions and then evaluating it. We didn't set formal markers of success. We thought after two or three meetings, 'Lets now talk about how this is going. Is there anything we want to change? Are either of us unhappy with any aspect of it?'' Lisa sees her role as mentor as very much supporting Lindsey in her clinical academic career, 'It's been very much on the NHS side, which is something I hadn't really grasped before the role started. It was quite hard, at the beginning, to try and make sure Lindsey got the [clinical academic] role that she wanted. So a lot of discussions we had early on were about how to develop relationships, how to demonstrate the value of the role and how to move the post forward.' Lisa encourages Lindsey to take the lead role in terms of the focus of the mentoring, When I'm looking in my diary thinking she's coming next week, I wonder how she's got on with x, y and z. But actually what we do at the start of the meeting is she will come with an agenda, she's got a notebook and I'll say to her 'What is it you want to talk about today? so we have an idea of the topics that are coming up and the agenda is led by her.' Lisa has learned that working with an up-and-coming clinical academic health professional has had benefits for herself, as well as for her mentee, 'It's been more significant than I was anticipating. I was absolutely delighted to share in her success and hear how she's been able to move on within the area of practice and navigate through the layers of management and bureaucracy within the current NHS. I would describe it as a very special relationship It’s also insightful to hear what's going on elsewhere and how similar a lot of the challenges and issues are. So it's broadened my knowledge, broadened my experience and given me insight into other organisations. It's been something I have found hugely enjoyable and rewarding. One of the most interesting and varied parts of my role.'

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Scheme evaluation

Berenice Golding Researcher It is vital that the quality and impact of the scheme is evaluated so we can learn what works well about the scheme, how it is helping NIHR research fellows to develop their clinical academic careers and improve patient care, and how we can improve the scheme to more effectively meet the needs of participants. We have chosen Kirkpatrick's (2006) Framework as a model to guide the evaluation. The framework comprises 4 levels of evaluation where: Level 1 = Evaluation of Reaction e.g. response to training, facilitators, learning resources Level 2 = Evaluation of Learning e.g. changes in knowledge, skills and attititudes Level 3 = Evaluation of Behaviour e.g. changes in practice Level 4 = Evaluation of Results e.g. measurable outcomes such as publications and grants awarded.

Evaluation of the scheme will involve formal assessment, using quantitative and qualitative methods, at key points: baseline, end of year 1, end of year 2, end of year 3. All Senior Clinical Lecturers, Clinical Lecturers, Clinical Scientists and Clinical Doctoral Research Fellows undertaking the CAT/ CST programmes will be asked to participate in the annual on-line survey. Those who choose to become mentees will also be invited to participate in qualitative interviews to explore their experience of the mentorship scheme and its contribution to their professional growth, career progression, productivity and impact on clinical academic leadership.

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The views and experiences of mentors will also be captured using annual on-line survey and qualitative interviews. As well as providing evidence of the impact of the mentorship scheme, the evaluation will also help us to understand the factors that influence the quality of mentoring and contribute to building a dynamic and effective national mentorship scheme for health research. In order to minimise bias and promote rigour, the evaluation is undertaken by an appointed researcher who is independent of the Management Team. Dr Berenice Golding is the researcher responsible for conduct and analysis of the evaluation. Ethical approval for the evaluation has been obtained from the Research Ethics Committee for Nursing, Midwifery, Social Work, Criminal Justice and Counselling at the University of Hertfordshire. In order to ensure the quality of the evaluation, and the mentorship scheme, all participants are asked to take part in the annual evaluation and telephone interviews. Please may we ask, therefore, that you respond promptly to requests for assistance with the evaluation. We may use extracts from questionnaires and interview in reports and publications associated with the scheme. When we do so these will normally be anonymised, so that it is impossible to identify a particular individual or institution. However, occasionally it is helpful to refer to real people and places, for example when describing specific case studies, If we wish to refer to an identified individual in this way we will always obtain written permission from that person before doing so. If you need more information, or have any queries about the evaluation, you can contact Berenice at b.golding@hud.ac.uk. She will be very happy to help you. We are always very happy to receive feedback about the scheme, so if you have any other comments, or suggestions, please contact Geraldine Byrne, Scheme Co-ordinator, g.1.byrme@herts.ac.uk

Kirkpatrick, D. L (2006) Evaluating Training Programmes: The Four Levels. San Francisco, Ca.: Berrett-Koeler Publishers, Inc.

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Useful Resources Mentorship Books Alred, G. & Garvey, B. (2006) Mentoring Pocketbook, (3rd Edn.) Management Pocketbooks Ltd: Hants Clutterbuck, D. (2004) Everyone Needs a Mentor: Fostering talent in your organisation. Chartered Institute of Personnel and Development: London. Garvey, R, Stokes, P. and Megginson, D. (2009) Coaching and Mentoring, Theory and Practice. Sage Publications: London. Megginson, D. & Clutterbuck, D. (2005) Techniques for Coaching and Mentoring. Elsevier Ltd.: Oxford Megginson, D & Clutterbuck, D. (2009) Further Techniques for Coaching and Mentoring. Elsevier Ltd. : Oxford. Parsloe, E. & Leedham, M. (2009) Coaching and Mentoring: practical Conversations to Improve Learning. Kogan Page: London. Journals Coaching at Work International Journal of Evidence Based Coaching and Mentoring. Websites NIHR Mentorship for Health Research Training Fellows: www.healthresearchmentor.org.uk Allied Health Professionals Research Network: www.ahpnw.nhs.uk Academy of Nursing, Midwifery and Health Visiting Research: www.researchacademy.co.uk European Mentoring and Coaching Council: http://www.emccouncil.org Clinical Academic Careers National Institute for Health Research http: www.nihr.ac.uk NHS Improving Quality: www. nhsiq.nhs.uk The Association of United Kingdom University Hospitals: aukuh.org.uk

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The NIHR Mentorship Team Management Team Professor Sally Kendall, Professor of Nursing and Director of Centre for Research in Primary and Community Care, University of Hertfordshire Dr Geraldine Byrne, Scheme Co-Ordinator, Principal Lecturer in Nursing, University of Hertfordshire Lindsey Parker, Scheme Administrator, University of Hertfordshire Professor Ann Moore, Professor of Physiotherapy and Director of Clinical Research Centre for Health Professions, University of Brighton Professor Christine Norton, Professor of Nursing, Imperial College Healthcare NHS Trust Professor Gary Frost, Professor of Nutrition and Dietetics, Imperial College London Dr Mary Hickson, Therapy Research Lead and Honorary Senior Lecturer, Imperial College Healthcare NHS Trust, London Professor Maria Stokes, Professor of Musculoskeletal Rehabilitation, University of Southampton Professor Pauline Pearson, Professor of Nursing, University of Northumbria Steering Group Professor Annie Topping, Professor of Nursing, Affiliation TBC Professor David Adams, Director, NIHR BRU in Liver Disease and Centre for Liver Research, University of Birmingham Dr Elizabeth White, Head of Research and Development, College of Occupational Therapists Professor Dame Jill McLeod-Clark, Deputy Dean, Faculty of Medicine, Health and Biological Sciences and Head of School of Nursing, Midwifery and Social Work, University of Southampton Professor Kate Springett, Chair, Research Forum for Allied Health Professionals, Canterbury Christchurch University Dr Liz Elvidge, Manager of the Post-doctoral Development Centre, Imperial College London

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Dr Nigel Eady, Programme Manager, Academy of Medical Sciences Professor Robert Garvey, Chair in Business Education, York St. John University Dr Suzanne Candy, Director, Biomedical Grants and Policy, Academy of Medical Sciences Mentors Dr Ailsa Welch, Senior Lecturer in Nutritional Epidemiology, University of East Anglia Professor Alan Breen, Professor of Musculoskeletal Health Care, Institute for Musculoskeletal Research and Clinical Implementation, Anglo-European College of Chiropractic Dr Anna Horwood, MRC Clinical Science Research Fellow, University of Reading Professor Anthony Redmond, Head of Clinical Biomechanics and Physical Medicine, University of Leeds Dr. Catherine Bowen, Senior Lecturer, Advanced Clinical and Expert Practice, University of Southampton Professor Christine Norton, Professor of Nursing, Imperial College Healthcare NHS Trust Professor Claire Goodman, Professor of Health Care Research, University of Hertfordshire Dr Debbie Sell, Senior Practitioner, Speech and Language Therapist, Great Ormond Street Hospital NHS Trust Professor Denis Martin, Professor of Rehabilitation, Teeside University Professor Di Newham, Professor of Physiotherapy, Kings College London Professor Felicity Astin, Professor of Cardiovascular Care, University of Salford Dr Fiona Cramp, Director of Postgraduate Research Studies and Associate Professor in Musculoskeletal Health, University of the West of England Dr Fiona Rowe, Senior Lecturer in Orthoptics, University of Liverpool Dr Heidi Probst, Senior Lecturer/ Research Fellow, Allied Health Professions Division, Sheffield Hallam University Professor Helen Allan, Professor of Clinical Nursing Practice and Director of Centre for Research in Nursing and Midwifery Education, University of Surrey

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Professor Jackie Campbell, Professor of Neurophysiology, University of Northampton Professor Jackie Sturt, Associate Professor of Social and Behavioural Sciences, University of Warwick Dr Jenny Freeman, Reader in Physiotherapy and Rehabilitation, University of Plymouth Dr Jo Adams, Professional Lead, Occupational Therapy Rehabilitation, University of Southampton Professor Krysia Dziedzic, Professor of Musculoskeletal Therapies, Keele University Dr Lesley Collier, Senior Lecturer in Occupational Therapy, University of Southampton Dr Lisa Roberts, Senior Clinical Lecturer and Consultant Physiotherapist, University of Southampton and Southampton University Hospitals NHS Foundation Trust Dr Mary Hickson, Therapy Research Lead and Honorary Senior Lecturer, Imperial College Healthcare NHS Trust, London Professor Nadine Foster, Professor of Musculoskeletal Health in Primary Care, Keele University Dr Priscilla Harries, Senior Lecturer in Occupational Therapy and Occupational Therapy Divisional Director, Brunel University Professor Rosamund Bryar, Professor of Community and Primary Care Nursing, City University Dr Stephen Hutchins, Senior Lecturer in Orthoptics, University of Salford Professor Sue Latter, Professor of Nursing and Head of Organisation and Delivery of Care Research Group, University of Southampton Professor Sue Read, Professor of Learning Disability Nursing, Keele University Professor Susan Corr, Head of Research and Development, Leicester Partnership NHS Trust Professor Valerie Lattimer, Professor of Health Services Research and Dean of the School of Nursing Sciences, University of East Anglia

27


The Academy of Nursing, Midwifery and Health Visiting Research has been established as a collaborative enterprise by the Royal College of Nursing, CPHVA – UNITE and the Royal College of Midwives, in partnership with The Council of Deans for Health, the Nurse Directors' group of the Association of UK University Hospitals, the Association for Leaders in Nursing, the Queen's Nursing Institute, the Queen's Nursing Institute Scotland, Mental Health Nurse Academics UK, the UK Clinical Research Facility Network and Nurses in Primary Care Research

The University of Hertfordshire (UH) is recognised as a centre of excellence in the provision of health care education and has an international reputation for health research. The Centre for Research in Primary and Community Care (CRIPACC), established in 1996, leads multi-disciplinary research across nursing and the health professions and has been awarded significant NIHR funding. UH is an established leader in the use of blended learning through its innovative virtual learning environment (StudyNet) and has pioneered individually tailored coaching and mentoring programmes to enhance clinical and research leadership.

The Allied Health Professions Research Network is a network of 21 regional research ‘hubs’ across UK and ROI. The hubs welcome students, new and experienced researchers, clinicians, managers, consultants and academics from all of the Allied Health Professions with the aim of increasing research capability and capacity within, and between, the professions. By providing opportunities for networking and for collaborative clinically-based research, the AHPRN enhances research outputs across the professions and facilitates translation of research findings into education and practice, contributing to the research credibility of the Allied Health Professions. Please see www.csp.org.uk/ahprn for further details.

Imperial College Healthcare NHS Trust and Imperial College London form the UK’s first Academic Health Science Centre (AHSC). This brings together the healthcare expertise of our five hospitals with the academic excellence of one of the world’s leading universities. We are also a National Institute of Health Research (NIHR) Comprehensive Biomedical Research Centre, one of only five such centers in England. We are committed to promoting a culture of research across our entire workforce and support mentoring as a way to enhance our staff’s professional development.

Huddersfield has research strengths in the areas of History, Music, Social Work, Engineering and Chemistry – this was demonstrated by the 2008 Research Assessment Exercise (RAE) results in these areas. The University recognises the importance of research alongside its teaching programme and has plans to continue to increase research activity across all its Schools. A wide range of flexible research degree options are available at the University.

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The Mentorship for Health Research Scheme is developed and delivered in partnership with the following organisations:

University of Hertfordshire Hatfield AL10 9AB t. +44 (0)1707 284670 e. l.j.parker@herts.ac.uk w. herts.ac.uk

KM1156/12 13

Mentorship - For Health Research Training Fellows  

Mentorship - For Health Research Training Fellows. This booklet details how the programme operates, what you can get from the programme as w...

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