Formal mentoring: Lessons learned from past practice.

Formal mentoring programs are often implemented to help early career professionals; however, research on these programs has found mixed support. The general literature on formal mentoring programs has shifted from early studies comparing informal and formal mentoring to studies of the program characteristics related to success. A pilot program for formal mentoring of early career psychologists is presented for case study. Although the program was small and matching mentors and mentees proved difficult, reactions from some participants indicated successful mentoring. Drawing on lessons learned from the program and the general literature on formal mentoring, the author focuses on the matching process, training and program resources, and program administration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lessons learned from clinical nurse specialist longevity

This paper provides insight into issues related to longevity and retention of experienced clinical nurse specialists (CNS). To date, this phenomenon has received little attention in both clinical and administrative literature. To prepare for a national presentation on this component of advanced practice, the author questioned 12 professional colleagues who had practised in their role for over 10 years in the same setting. The CNS responses are described and critiqued and suggestions for support of veteran CNS are provided by the author.     

Lessons learned from the DIASTAT vascular access graft

In male Syrian hamsters, short days induce regression of the reproductive system, but eventually spontaneous recrudescence occurs ensuing from refractoriness to the inhibitory photoperiod. Although the photoperiod of 12 L:12 D (12 h light:12 h dark) may act like a short day by inducing the testicular cycle outlined above, it may fail to evoke the increase of circulating concentrations of prolactin that accompanies testicular recrudescence. This photoperiod may fail to induce photorefractoriness, as indicated by the prolonged low concentrations of prolactin in the blood. Herein, hamsters were exposed to either 8 L:16 D or 12 L:12 D from weaning and by 28 weeks exposure to either photoperiod, the hamsters had large testes following recrudescence from a photoperiod induced-regression). Transfer to 8 L:16 D from 12 L:12 D at 28 weeks resulted in a second testicular regression and recrudescence. In a second experiment, the testes of hamsters moved to 8 L:16 D from 12 L:12 D after 29 weeks exposure to the latter photoperiod similarly regressed and then regrew. Serum concentrations of prolactin decreased in these males after transfer to the shorter daylength but also decreased in hamsters kept under 12 L:12 D both groups were usually below those of hamsters moved to 14 L:10 D. These results show that exposure for 28 or 29 weeks to 12 L:12 D was insufficient to induce photorefractoriness, despite the recrudescence of the testes following involution.     

Preparation for an online asynchronous university doctoral course. Lessons learned

This article addresses the development of the initial course in the first completely online doctoral program in nursing. Synchronous and asynchronous methods of distance education were assessed. Planning focused at the university, school, and course levels. University planning involved the technical infrastructure, registration, student services, and library services. School planning examined administrative commitment and faculty commitment and willingness. Course planning focused on marketing, precourse information, time frame, modular design, planned interaction, and professor availability and support. Implementation issues centered on getting students connected, learning the software, changing instructional methods, and managing chats. Traditional methods of evaluating student learning and course evaluation were supplemented with the development of qualitative and quantitative tools to gather data for making administrative decisions. The Dean and faculty agreed that the internet was an effective method of delivering content in the initial Health Policy course. The Dean and faculty agreed to continue the PhD program online for one cohort and continue to evaluate student progress and faculty and student satisfaction.     

Lessons to be learned from large behavioral research organizations.

Discusses the development, functions, and research contributions of 3 psychological research organizations: the Institute for Social Research at the University of Michigan, the American Institutes for Research in the Behavioral Sciences, and the Human Resources Research Organization. Advantages of the organizational research approach involve on-site research capabilities, the willingness to deal with real problems in a real time frame, and the apportionment of more resources and personnel to a particular research issue. Staff problems, such as the lack of security associated with tenure, morale maintenance, and nontraditional relationships with client sponsors, are noted. (1 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Management practices for on-site consultants: Lessons learned from the expatriate experience.

Over the past decade, research on two specific types of nontraditional work arrangements, expatriate employees and consultants, has increased. However, despite the plethora of research exploring the key factors associated with effective expatriation, few links have been made between the similarities in job attributes and experiences of consultants and expatriates. This article reviews the similarities between consultants and expatriates, including issues related to selection, socialization, learning orientation, role definition, family adjustment, career development, and repatriation. An examination of the management practices related to each of the key dimensions of expatriate assignments is made and lessons for consultants are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Revising psychological tests: Lessons learned from the revision of the MMPI.

Some types of psychological tests become dated and require more frequent and more extensive revision than others. Because of the formidable effort that is required in a test revision, the goals and scope of the revision need to be carefully staked out before a revision is undertaken. The revision team needs to develop a generally agreed-upon guiding philosophy for the test revision in the beginning of the project and incorporate broad input into the changes that are likely to be required. Factors important to consider in a test revision are discussed, and the parameters of personality test revision illustrated from the extensive program to revise the Minnesota Multiphasic Personality Inventory (MMPI) are included. Recommendations for gauging acceptance of the revision are suggested along with steps that revisers and publishers might take to make a test revision both more research based and more acceptable to test users. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Placebos and HIV. Lessons learned

The increasing incidence of child abuse is a national disaster. One proposed intervention is prevention through a public health nurse home visitation program developed and extensively researched by David Olds. Selected components of the conceptual model of community collaboration developed by Polivka are applied to the implementation process. The role of the public health nursing administrator in collaboration, human resource management, and delegation is discussed.     

Lessons learned from a life in psychological science: Implications for young scientists.

Many research-focused graduate students are concerned about what seems to be a lack of opportunities in academia, as well as about how to actually begin and develop a career in psychological science. Recognizing this, the American Psychological Association (APA) Science Student Council organized a distinguished scientist discussion hour at APA's 105th Annual Convention in Chicago. Three distinguished scientists, Martin Seligman, Robert Sternberg, and Shelley Taylor, agreed to contribute as panelists. In a dialogue with the audience, they discussed a variety of career-related issues, ranging from how to pursue a career in psychological science to how the panelists' own careers had developed. This article summarizes this exchange, offering insight for all those embarking on a career in science. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lessons learned from a complicated case of cephalic obstructive chronic pancreatitis

The authors report the complex case of a 51 year-old man admitted to his local hospital for gallbladder and common bile duct lithiasis, 1 year before admission to our hospital. There, he was treated by cholecystectomy and transduodenal biliary sphincteroplasty. He was readmitted after 3 months because of a painful episode and was discharged with the diagnosis of "relapsing acute pancreatitis in chronic pancreatitis." At our hospital, he underwent laparotomy and revision of the previous transduodenal biliary sphincteroplasty. Pancreatic sphincteroplasty and septectomy were also performed. The night after surgery, the patient suffered from acute post-operative pancreatitis complicated by severe hemorrhage due to erosion of the superior pancreaticoduodenal arteries, treated with gastroduodenal artery embolization by tungsten coils. Three months later, the patient suffered from another acute episode. An endoscopic retrograde colangio pancreatography (ERCP) showed the complete patency of the sphincteroplasties but clearly identified the persistence of a severe cephalic stricture. Therefore, the patient was readmitted to our hospital and underwent another laparotomy. A pylorus-preserving pancreaticoduodenectomy (PPPD) was performed. The post-operative course was uneventful and at 14 months follow-up the patient was in good health. The discussion focuses on the surgical treatment of chronic pancreatitis with cephalic Wirsung duct stenosis, stressing the increasing role of PPPD as a first-choice option.     

Postdisaster supervisor strategies for promoting supervisee self-care: Lessons learned from Hurricane Katrina.

The purpose of this article is to provide supervisors with postdisaster strategies for promoting supervisee self-care. These recommendations are based on relevant disaster mental health and supervision research along with the authors' experiences of supervising and teaching in a university setting following Hurricane Katrina in South Mississippi. Supervisory examples from the authors' hurricane experiences are also provided to highlight each recommendation. A supervisee self-care tool is offered to aid supervisors in their efforts to help supervisees develop positive coping responses in the event of a disaster. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lessons learned about adolescent nutrition from the Minnesota Adolescent Health Survey

In 1986-1987, more than 30,000 adolescents completed the Minnesota Adolescent Health Survey, a comprehensive assessment of adolescent health status, health behaviors, and psychosocial factors. Although the survey included relatively few items on nutrition-related issues, a wealth of knowledge about adolescent nutrition was gained. Lessons learned from a decade of subsequent analyses of data collected in the survey and implications for working with youth are summarized in this article. Major concerns identified included high prevalence rates of inadequate intake of fruits, vegetables, and dairy products; unhealthful weight-control practices; and overweight status. For example, inadequate fruit intake was reported by 28% of the adolescents and inadequate vegetable intake was reported by 36%. Among female adolescents, 12% reported chronic dieting, 30% reported binge eating, 12% reported self-induced vomiting, and 2% reported using diuretics or laxatives. Some of the risk factors for inadequate food intake patterns or unhealthful weight-control practices included low socioeconomic status, minority status, chronic illness, poor school achievement, low family connectedness, weight dissatisfaction, overweight, homosexual orientation among male adolescents, and use of health-compromising behaviors. To improve adolescent eating behaviors, the results suggest a need for innovative outreach strategies that include educational and environmental approaches. Dietitians play a key role in developing interventions and promoting research in the field of adolescent nutrition.     

Lessons learned in--and guidelines for--coaching executive teams.

The author shares his experience as a coach to senior teams by way of some recommended practice guidelines. These guidelines are intended to help those who coach teams, and those interested in doing so, to think more carefully and completely about their role as facilitator and helper. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lessons learned in advocacy and public policy: My second education.

This is an anecdotal account of lessons learned through on-the-job experiences at the interface of psychological science and public policy--in essence, a "second education." Foremost among them was an appreciation for the profound effect seemingly remote political events can have on programs at the local level, and the consequent importance of understanding and tracking them. Since policy and those who make it not only influence, but are influenced by events at the local level, the remaining lessons concern advocacy strategies and tactics. Included are observations regarding the timing and "packaging" of arguments, the cultivation of influential "customers," and the role of well-connected professionals. Most of what I learned late in my career, through experience, is now readily available to all psychologists; how widely it is pursued will have a significant impact on the field's future. (PsycINFO Database Record (c) 2010 APA, all rights reserved)