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Mentoring New and Early-Stage Investigators and Underrepresented Minority Faculty for Research Success in Health-Related Fields: An Integrative Literature Review (2010–2020)

Author

Listed:
  • Lynda B. Ransdell

    (Center for Health Equity Research, Northern Arizona University, 1395 S Knoles Drive, Suite 140, Flagstaff, AZ 86011, USA
    Department of Health Sciences, Northern Arizona University, 1100 S Beaver St, Flagstaff, AZ 86011, USA)

  • Taylor S. Lane

    (Center for Health Equity Research, Northern Arizona University, 1395 S Knoles Drive, Suite 140, Flagstaff, AZ 86011, USA)

  • Anna L. Schwartz

    (Center for Health Equity Research, Northern Arizona University, 1395 S Knoles Drive, Suite 140, Flagstaff, AZ 86011, USA
    School of Nursing, Northern Arizona University, 202 E Pine Knoll Dr, Flagstaff, AZ 86011, USA)

  • Heidi A. Wayment

    (Center for Health Equity Research, Northern Arizona University, 1395 S Knoles Drive, Suite 140, Flagstaff, AZ 86011, USA
    Department of Psychological Sciences, Northern Arizona University, 1100 S Beaver St, Flagstaff, AZ 86011, USA)

  • Julie A. Baldwin

    (Center for Health Equity Research, Northern Arizona University, 1395 S Knoles Drive, Suite 140, Flagstaff, AZ 86011, USA
    Department of Health Sciences, Northern Arizona University, 1100 S Beaver St, Flagstaff, AZ 86011, USA)

Abstract

Mentoring to develop research skills is an important strategy for facilitating faculty success. The purpose of this study was to conduct an integrative literature review to examine the barriers and facilitators to mentoring in health-related research, particularly for three categories: new investigators (NI), early-stage investigators (ESI) and underrepresented minority faculty (UMF). PsychINFO, CINAHL and PubMed were searched for papers published in English from 2010 to 2020, and 46 papers were reviewed. Most papers recommended having multiple mentors and many recommended assessing baseline research skills. Barriers and facilitators were both individual and institutional. Individual barriers mentioned most frequently were a lack of time and finding work–life balance. UMF mentioned barriers related to bias, discrimination and isolation. Institutional barriers included lack of mentors, lack of access to resources, and heavy teaching and service loads. UMF experienced institutional barriers such as devaluation of experience or expertise. Individual facilitators were subdivided and included writing and synthesis as technical skills, networking and collaborating as interpersonal skills, and accountability, leadership, time management, and resilience/grit as personal skills. Institutional facilitators included access to mentoring, professional development opportunities, and workload assigned to research. Advocacy for diversity and cultural humility were included as unique interpersonal and institutional facilitators for UMF. Several overlapping and unique barriers and facilitators to mentoring for research success for NI, ESI and UMF in the health-related disciplines are presented.

Suggested Citation

  • Lynda B. Ransdell & Taylor S. Lane & Anna L. Schwartz & Heidi A. Wayment & Julie A. Baldwin, 2021. "Mentoring New and Early-Stage Investigators and Underrepresented Minority Faculty for Research Success in Health-Related Fields: An Integrative Literature Review (2010–2020)," IJERPH, MDPI, vol. 18(2), pages 1-35, January.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:2:p:432-:d:476517
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    References listed on IDEAS

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    1. Merylin Cross & Simone Lee & Heather Bridgman & Deependra Kaji Thapa & Michelle Cleary & Rachel Kornhaber, 2019. "Benefits, barriers and enablers of mentoring female health academics: An integrative review," PLOS ONE, Public Library of Science, vol. 14(4), pages 1-21, April.
    2. Merja Jokelainen & Hannele Turunen & Kerttu Tossavainen & David Jamookeeah & Kirsi Coco, 2011. "A systematic review of mentoring nursing students in clinical placements," Journal of Clinical Nursing, John Wiley & Sons, vol. 20(19‐20), pages 2854-2867, October.
    3. Sutton, M.Y. & Lanier, Y.A. & Willis, L.A. & Castellanos, T. & Dominguez, K. & Fitzpatrick, L. & Miller, K.S., 2013. "Strengthening the network of mentored, underrepresented minority scientists and leaders to reduce HIV-related health disparities," American Journal of Public Health, American Public Health Association, vol. 103(12), pages 2207-2214.
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    Cited by:

    1. Mohamed Mubasher & Thomas Pearson & Muhammed Y. Idris & Kimberly Lawson & Jada Holmes & Priscilla Pemu & Adriana Baez & Jonathan K. Stiles & Maritza S. Salazar & Winston E. Thompson & Alexander Quarsh, 2023. "The Role of Mock Reviewing Sessions in the National Research Mentoring Network Strategic Empowerment Tailored for Health Equity Investigators: A Randomized Controlled Study," IJERPH, MDPI, vol. 20(9), pages 1-12, May.
    2. Mohamed Mubasher & Kimberly Lawson & Priscilla Pemu & Thomas Pearson & Jeffrey Engler & Adriana Baez & Jonathan K. Stiles & Maritza S. Salazar & Lee S. Caplan & Keith Green & Meldra Hall & Muhammed Y., 2021. "Randomized Controlled Study to Test the Effectiveness of Developmental Network Coaching in the Career Advancement of Diverse Early-Stage Investigators (ESIs): Implementation Challenges and Lessons Lea," IJERPH, MDPI, vol. 18(22), pages 1-14, November.
    3. Richard Yanagihara & Marla J. Berry & Monica J. Carson & Sandra P. Chang & Heather Corliss & Marc B. Cox & Georges Haddad & Christine Hohmann & Scott T. Kelley & Eun Sook Yu Lee & Bruce G. Link & Rich, 2021. "Building a Diverse Workforce and Thinkforce to Reduce Health Disparities," IJERPH, MDPI, vol. 18(4), pages 1-15, February.
    4. Anastasia Rogova & Isabel Martinez Leal & Maggie Britton & Shine Chang & Kamisha H. Escoto & Kayce D. Solari Williams & Crystal Roberson & Lorna H. McNeill & Lorraine R. Reitzel, 2022. "Promoting Cancer Health Equity: A Qualitative Study of Mentee and Mentor Perspectives of a Training Program for Underrepresented Scholars in Cancer Health Disparities," IJERPH, MDPI, vol. 19(12), pages 1-22, June.

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