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Create Quantitative Solutions

Model the future of finance.

Our expert Quantitative Research modeling group develops and maintains the industry leading mathematical models, methodologies and tools used throughout the firm. Partnering with traders, marketers and risk managers across all products and regions, we consistently set the standard for financial engineering, trading strategies, data analytics, statistical modeling and portfolio management.

Click  here  to read the story of Shang Ke, a Quantitative Researcher in Beijing.  

Deliver results

You will be valued and depended on for your contribution to the firm's product innovation, effective risk management and financial risk controls.

Collaborate globally

You will partner with teams across products and continents to provide state-of-the-art solutions to real world problems.

Analyze and innovate

You will have the flexibility and the resources to apply and test theoretical concepts.

Hear from our people

At JPMorgan Chase, our people are our greatest assets and their creativity, thinking, and diverse backgrounds are what drive our firm’s success. Read about our employee’s unique stories and motivations in joining us and what they’ve experienced personally at the firm.  

Taha Rahmoui Quantitative Modeling

Quantitative Research develops and promotes advanced solutions to our trading desks, control functions and clients worldwide. As a Quant, you will contribute to the firm's product innovation while managing financial risk and controls and supporting investment decisions. 

What you can do

Our Quantitative Research modeling group consist of five types of roles:  

Support trading desks, risk model developers, and the model risk governance and review group by developing pricing models to value and hedge financial transactions.

Develop mathematical models for algorithmic trading strategies as well as Delta-One trading strategies or inventory management for trading desks.

Leverage visualization, data science and machine learning to provide analytics and automate processes for trading desks, sales desks, and data use council and technology teams.

Create and maintain the core and cross-asset library frameworks and infrastructure including high performance computing to support model developers and technology stakeholders.

Develop and maintain risk management models — including market risk, counterparty credit risk and wholesale credit — for risk managers, trading desks, finance & business management and the model risk governance & review group.

What we offer

We have several programs, forums and networking events for students interested in Quantitative Research:

In these one-on-one informal discussions, students can network with inspirational professionals to gain unique insight into their roles and get their advice.

Students receive one-to-one mentorship and continuous guidance over a six-month period to learn how we employ mathematical modeling and coding in the financial services industry.

Winning Women, Advancing Black Pathways and our Latinx events are among the diversity-focused programs that provide coaching and guidance for students from underrepresented groups.

These panel discussions and networking sessions with experienced quants from different lines of business allow students to learn about the hiring process and explore multiple quant roles.

We offer internships in Quantitative Research across regions and lines of business.

We partner with several universities to provide funding to PhD students.

Click  here  to find the list of events and learn more about them. Refer to the “Opportunities" section for the internship opportunities.

Opportunities in Quantitative Research

Student Opportunities

Professional Opportunities

Immerse yourself in practical application of quantitative data, financial research and machine learning as you work to become an expert in a market sector.

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quant research

Trading operations, equity research, growth equity, quantitative research, quantitative researcher.

SIG’s Quantitative Researchers hold advanced degrees from diverse fields including mathematics, physics, computer science, and engineering. Our quants apply their problem solving expertise to real-time trading opportunities within the capital markets.

Learn more about one of our quant’s favorite projects

At SIG, you will work alongside traders and software engineers to develop, test, and implement predictive models, pricing models, and technical tools. You will utilize your quantitative ability and technical skill set to design strategies essential to SIG’s trading performance.

Find out how our quants work together

You will attend classes taught by experienced traders to learn about capital markets, decision science, and game theory. This theoretical training is reinforced through mentoring provided by successful quants at SIG who will help you bridge the gap between your academic experience and the trading world.

Quant Internship

The goal of our 10-week summer program programme is to give you real-world working experiences that apply quantitative research to the firm’s trading activity. You will work on projects that model the work of our full-time employees, gaining a better understanding of how we approach the markets.

Intern Education

Our quant interns participate in educational programs programmes customized to their unique position at SIG. Classes provide an introduction to the products SIG trades and the finance industry. They evolve into challenging quantitative courses that expose the application of quantitative theory to real-world problems that we face as contributors to the US open markets. Interns are also mentored by a Quantitative Researcher at SIG while spending time on our trade floor gaining hands-on experience. The education program programme is designed to advance knowledge of our business, current industry topics, and the application of quantitative theories in finance.

Intern Perks

• Relaxed dress code: jeans and sneakers are the norm, shorts all summer long
• Food, beverages, and snacks available all day
• A 9,000 square-foot gym with cardio, cross fit and strength machines, plus yoga and indoor cycling classes
• Discounts for dining, entertainment, shopping, travel, and attractions
• Social events including a poker tournament, dinners, and sporting events in Philadelphia
• On-site Wellness Center staffed with full-time Nurse Practitioner
• On-site services such as barber, dry cleaning and laundry, auto repair and detailing, and ATM
• Free housing is provided and conveniently located near SIG

Like earning a doctorate, a successful career at SIG requires a relentless pursuit of knowledge, creative thinking, and extraordinary attention to detail.

As a PhD at SIG, you will work in an environment which is challenging, fast-paced, and competitive. Whether the application is time series modelling or reinforcement learning, you will apply academic rigor to transform your research into concrete results work with state-of-art techniques in statistics and optimisation. Success at SIG relies on both a strong technical foundation and effective collaboration between our quantitative researchers, technologists, and traders. New hires will start working right away on a project in proprietary trading, with the guidance and mentorship of a senior member of our team.

Full-time Opportunities

Quantitative Researchers are dedicated to the data-driven development and improvement of our trading models at SIG. Our Quantitative Researchers apply their problem-solving skills and mathematical creativity to create solutions in today’s competitive and constantly changing financial markets. In this role, you will be highly involved in the day-to-day discussions that shape our trading activities and transform quantitative methods into trading opportunities. Machine Learning Engineers design, develop, and deploy algorithms used to optimise SIG’s trading activities. You will join a team of engineers and researchers who specialise in the application of machine learning techniques to the modelling and trading of financial instruments. Combining cutting-edge research with real industry data, our Machine Learning Engineers build tools that directly impact the financial markets.

Your Impact

At SIG, you will work alongside traders and technologists to develop, test, and implement predictive models, pricing models, and technical tools. You will utilise your quantitative ability and technical skill set to design strategies essential to SIG’s trading performance.

Learn more about one of our quant’s favourite projects

You will attend classes taught by experienced traders to learn about capital markets, decision science, and game theory. This theoretical training is reinforced through mentoring provided by successful quants at SIG who will help you bridge the gap between your academic experience and the trading world. Our Quantitative Researchers have an opportunity to spend time learning & working in US offices as part of the graduate program.

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Quantitative research.

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Quantitative researchers build the models that power our quantitative strategies and inform many of our investment decisions.

Envision a possibility. Assemble the data. Test hypotheses. Build advanced statistical models that help us capture market opportunities.

Where Autonomy Meets Teamwork

Sharpen your specialized skills by conducting research that will quickly be applied, refined and tested. Our work goes into production with extraordinary speed, enabling you to make an impact quickly.

Quantitative Research at Citadel

Accelerate Your Early Career

Finance fundamentals.

Become fluent in the language of financial technology and adept at working with financial data. Learn the fundamentals of capital markets, investments and derivatives.

Applied Learning

Sharpen your exceptional research skills and hone them on real world problems. Benefit from mentorship from experts in quantitative finance.

Continuous Education

Develop new skills through a huge range of courses and certifications. Take advantage of over 50 annual instructor-led courses for employees.

Leadership Training

Prepare for career advancement with practical instruction on running teams, managing projects and communicating with colleagues.

Key Information for Applicants

Quantitative researchers from our team answer some of our candidates’ frequently asked questions.

What makes someone successful as a quantitative researcher?

Applying a curious and commercial mindset is crucial to success. Whether you are analyzing asset behavior under different circumstances, identifying risk factors or deciphering patterns from vast datasets, it’s essential to demonstrate these qualities:

We encourage initiative. Those who take on responsibility and accountability for projects are supported and rewarded and grow the fastest.

The problems we take on generally don’t have simple solutions. You will be exposed to real-world problems and must innovate and iterate from multiple angles with passion and persistence. We are excited by the opportunity to test our ideas—and keep doing so until we find a solution.

Ambition and Resilience

You should have an insatiable drive to seek out problems and identify their solutions. There is no shortage of interesting issues to work on, and the most successful quants are true self-starters who are eager to take on new challenges and solve difficult challenges.

Our work is challenging. People who thrive here embrace failure as an opportunity to learn and keep pushing forward. You need to be able to share strong rationales for the solutions you propose and must be comfortable pivoting.

Technical proficiency

Excellence is our baseline. Expertise in the financial markets is not necessarily required on Day One; we’ll teach you. We want talented researchers who place a high degree of importance on precision, want to learn, can master new skills and continue to raise the bar together.

What skills are the most important in quantitative research careers?

Math and statistics.

It’s vital to have these foundational skills, since you’ll be spending a lot of time modeling and forecasting, using statistics as a launching point. We can teach you everything you need to know about finance, but you should already have a robust statistical intuition.

Engineering and Coding

Coding can be very useful in quantitative roles. Familiarity with computer science will help you learn quickly and use our proprietary tools independently.

Working with Data

Prior experience working with data will enhance your ability to understand its real-world applications and model that information effectively. Many of your colleagues will come from non-computer science backgrounds like chemistry or physics, where they utilized these skills. This is invaluable as we develop new approaches to identify market signals.

Applied Research

A deep understanding of conducting and applying research is critical. Markets change daily and positions may need to be kept open for an extended period. To that end, experience working on long-term research projects is extremely beneficial, but learning on the job is equally effective.

What is the difference in the roles quantitative researchers play in fundamental and quantitative strategies?

Our asset management business includes: fundamental and quantitative strategies. Both approaches require top research talent – the main difference lies in how the models developed by our researchers are used to make investment decisions.

In our fundamental businesses, quants develop models that are used by our investment and trading professional to make decisions.

In Global Quantitative Strategies, quants work closely with engineers to build models that trade systematically.

What sets Citadel apart in the financial industry?

We only hire extraordinary talent. Our colleagues are extremely smart, driven individuals focused on achieving results. The opportunity for learning and growth is unrivaled.

Success is shared. We work alongside our peers and mentors to develop ideas together. When quants present their work to their research team, they receive valuable academic-style feedback. Teams pressure-test ideas from all angles, asking nuanced questions and challenging specific elements to ensure the concept is as strong as possible.

We can also make an impact faster here than just about anywhere else. Some firms keep research and production separate. Here, we combine the two, making us faster and more agile. A new project might go from ideation, to deployment, to the investment and trading teams within an hour.

What does a career path in quantitative research look like?

When you start, you will join a specialized team and have the opportunity to quickly learn and master new skills. Your success depends on your ability to apply yourself in a collaborative environment, one in which you can turn your ideas into measurable business impact.

Citadel provides the resources and mentors you need to be successful. There are countless opportunities to raise your hand with ideas and receive the tools to translate those lightbulb moments into reality. Flawless execution of these proposals will only lead to more opportunities to explore your solutions and demonstrate their value.

As you progress, you can take control of core strategies, new ideas and features. There is a real opportunity to own the entire pipeline—from generating an idea, to determining its viability, to implementing code, and finally, to deploying the solution for the business.

A true meritocracy, we foster an environment where people who demonstrate initiative and capability keep both their projects and careers accelerating.

What can you expect to learn as a quantitative researcher?

You will have the opportunity to hone your research expertise, improve your technical skills and develop your intuition.

When you work in the financial markets, you won’t wait weeks or months to see if you were right or if your hypothesis held. Projects are put into production and live trading. The markets give you real-time feedback, which helps you iterate and learn faster.

Since attention to detail is key, our quants continually sharpen their coding skills and become more confident in their ability to consistently deliver stable and production-ready code.

Our quants also develop a strong intuition for identifying what is important when they are testing and researching projects. Sometimes a small anomaly can lead to a large discovery, and they learn to embrace that way of thinking as they develop their intuition.

What is the firm’s culture like for quantitative researchers?

Collaboration is at the heart of our culture. We learn not only from our research, but from one another. Everyone focuses on new ways to contribute and add value.

We encourage the dynamic, experimental and autonomous approach familiar in many leading tech startups but provide the supportive framework of an established financial firm. This means you can benefit from mobility, communication, resources and top-tier benefits.

Our researchers come from a variety of backgrounds and thrive because they bring their unique perspectives and research specialties to bear. While each quant is expected to be a subject matter expert in a particular vertical, sharing and challenging ideas is necessary develop and deliver optimal solutions. Everyone continually thinks about how they can add value and what they can do to contribute.

Finally, we are empowered to contribute in meaningful ways. We’re motivated to do more than we ever thought possible – and are recognized for our accomplishments.

What Defines Strong Candidates

• BS/MS/PhD in mathematics, statistics, physics, computer science or another highly quantitative field
• Strong knowledge of probability and statistics
• Experience performing data analysis and building predictive models using data
• Intellectual curiosity
• Passion for problem solving
• Programming experience
• Motivation to learn

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Quantitative Research & Data Science

Our mission is finding value in the world’s data. Researchers and Data Scientists bring this mission to life.

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We’re looking for people who see beauty in data and the possibilities it reveals.

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Develop inspired ideas through scientific thinking, curiosity, and precision. Systematically test and expand hypotheses to shape company strategy.

Seek out patterns and trends in the world’s data. Then harness these insights to help us forecast the movement of global markets.

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Working at the intersection of unique data sets and new business problems is the dream of every data scientist. I am very fortunate to lead a team who have this opportunity every day, as we work to develop novel data science tools and processes that can directly support Two Sigma’s diverse businesses. From real estate, to private equity, and venture capital, the data is incredibly diverse, and we work with partners to identify how data-driven decision making can create a long-term competitive advantage.

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Data Scientist

My team looks at how text-based data like the news can impact the markets. We get to tackle challenging, unstructured problems in creative ways, and I find the open-endedness to be incredibly exciting.

Quantitative Researcher

As a Quantitative Researcher, I leverage real world data to solve some of the most interesting problems in the investment management space. Two Sigma's scientific approach contributes to a very engaging and stimulating work environment while collaborating with some of the most kind and talented people I know helps fast-track my growth as a researcher and scientist.

Vasilis Oikonomou

Curiosity plays a big role in modeling at Two Sigma – we’re always developing new areas of research, exploring the relationship between a conceptual hypothesis, and the structured, quantitative representation of that idea with the firm’s vast data holdings. Each research question we encounter presents new and exciting challenges, both abstract and pragmatic. It’s a really satisfying process, finding an idea in an academic paper or a newspaper article, and turning it into a signal.

Two Sigma’s culture of learning has its roots in our employees’ deep ties to academia.

Interested in partnering with Two Sigma to apply research to real-world problems? Our collaborations take many forms from fellowships to data sharing. Learn more >

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Two Sigma’s NewTS (New Two Sigma) program integrates campus hires focused on Engineering, Data Science and Quantitative Research into every-day life at Two Sigma, adding learning and cultural events alongside work responsibilities.

Find out where we’ll be next.

We are always hiring.

Ai research scientist, additional quantitative research positions, read some of our insights.

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The Research Mentorship Program is a competitive summer program that engages qualified, high-achieving high school students from all over the world in interdisciplinary, hands-on, university-level research. Students will be paired with a mentor (graduate student, postdoc, or faculty) and choose a research project from a long list of disciplines offered by the program each year.

Along with their mentor, students will learn about research techniques, gain insight into professional research-based opportunities, and mature their academic goals. The GRIT talks  lecture series will connect students to some of the best minds within the UC Santa Barbara research community as they present their ground-breaking research and innovative technology. Along with these academic benefits, students will be immersed in university life and network with equally ambitious and curious peers.

Program Dates: June 17 – August 2, 2024 Students must attend the program in its entirety, starting with the virtual component and ending with the closing events.

Application Window: December 15, 2023 – March 18, 2024 Admission decisions are made on a rolling basis.

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How do you find your person? In mentorship, as with so many other things, it starts with asking the right questions. That much you can learn; the rest is chemistry.

I am lucky to have been involved in mentorships throughout my career – starting with college, and then in my first job… it has always been embedded in my professional life. It’s something that I’ve sought out, and supported, and now I’m at a stage where I want to take these lessons and pay them forward to the next generation of leaders.

I believe women, in particular, need mentors to help provide an external perspective; many times as women we can be inward facing – not taking that broader view: of the environment, of the ways you can do things differently, or simply getting advice. It is something I see time and time again: women tend to hold it all on their own shoulders.

Developing a mentorship program

In addition to individual benefits, there are benefits for businesses that set up a mentorship circle or program. It helps to provide support for different types of people, and affords an opportunity to broaden your day to day network, connecting with valuable contacts that you may not otherwise have met. While an excellent resource for women in business, consider also your male workforce as they oftentimes end up becoming key mentors for women.

There are so many advantages. Businesses that support and promote mentorships allow space for:

• Transparency
• Honest conversation and dialogue
• Easy exchange of thoughts and ideas
• Shared competencies

How to find a mentor

If you are going it alone and searching for your own mentor, there are a few important things to consider:

• Think about your existing network. Who do you enjoy talking to?
• Ask for help. Make that first connection, it could become regular over time without much commitment.
• Build a rapport. Send a note or chat in person, citing a specific example of something you would like to discuss.
• Pay them a compliment. Follow up to demonstrate genuine interest.
• Also, continue to work hard – mentors will seek you out. They will see your value and want to help you!

One of my most important mentors started off as a senior leader in a previous role I had. He became my mentor and then, over time he transformed into a sponsor, helping me to get promoted and to move up on my career. His honest reflections, and our mutually beneficial relationship, played a huge part in getting me to where I am today. I still keep in touch with him and look to him for guidance. The best mentor relationships can last for an entire career if nurtured.

Give your mentor feedback

It’s wonderful to be starting out on your journey as a mentee. To maximize your time, always remember to focus on your goals, and be specific about what you’re looking to achieve from the outset. This works both ways: establish common expectations on both sides. The sessions are your responsibility, so come to meetings prepared with an agenda and have goals ready. The onus is on you to make sure the mentoring is working and is valuable for you.

Afterwards – take stock. How did it go? Is there anything you can share back to your mentor? Mentors want to know how their feedback worked and giving regular updates strengthens that loop and can provide even better support.

But crucially, follow your mentors advice where you can. This is where the true value of this relationship lies and their independent perspective can be hugely beneficial.

How to become a mentor?

If you have tons of knowledge and a burning desire to share it and help guide others, there are ample opportunities. You can always mentor another man or woman at any stage – you don’t have to wait to be formally asked, and you don’t need 10, 20, 30 years of experience to mentor someone or to be an advisor. Mostly, it’s about paying it forward, whether to a junior analyst or even a peer. Your input can be extremely valuable for those going through similar experiences.

Mentees can be found even when you’re not looking for them. One recent example was a woman I interviewed – she ultimately accepted another role in the same Firm but we kept in touch when she needed guidance, or to knowledge share. We learned so much from each other and two years on from this initial meeting, she accepted a role on my team.

Whether you end up becoming a mentor, a mentee, or both, the main thing is to look for someone that you have something in common with. They are truly the most rewarding relationships, and will be mutually beneficial. As with everything, mentorship is about give and take – the most successful people do both… and still have a balance.

…But don’t forget the chemistry!

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The views and opinions expressed herein are those of the author and do not necessarily reflect the views of J.P. Morgan, its affiliates, or its employees. The information set forth herein has been obtained or derived from sources believed to be reliable. Neither the author nor J.P. Morgan makes any representations or warranties as to the information’s accuracy or completeness. The information contained herein has been provided solely for informational purposes and does not constitute an offer, solicitation, advice or recommendation, to make any investment decisions or purchase any financial instruments, and may not be construed as such.

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• v.26(1-2); 2021 Mar

Evaluation of an evidence-based practice mentorship programme in a paediatric quaternary care setting

Ethan schuler.

Pediatric Nurse Practitioner II, Cardiovascular and Critical Care Nursing Patient Services, Boston Children’s Hospital, USA

Sandra Mott

Nurse Scientist, Cardiovascular and Critical Care Nursing Patient Services, Boston Children’s Hospital, USA

Peter W Forbes

Senior Biostatistician, Clinical Research Program, Boston Children’s Hospital, USA

Alexis Schmid

Staff Nurse, Emergency Department, Boston Children’s Hospital, USA

Carole Atkinson

Nurse Practice Specialist II, Neuroscience Programs, Boston Children’s Hospital, USA

Evidence-based practice (EBP) is essential for clinical decision-making, improving care, reducing costs and achieving optimal patient outcomes. The Evidence-based Practice Mentorship Program (EBPMP) is a flexible, self-directed programme whereby participants carry out EBP projects guided by expert mentors.

To evaluate EBPMP effectiveness and participant experience.

To evaluate effectiveness, as measured by changes in EBP value, knowledge and implementation, participants completed pre- and post-EBPMP Quick-EBP-Value, Implementation and Knowledge (VIK) surveys. To understand participants’ experiences individual and group interviews were conducted at the end of the programme and analysed using qualitative content analysis.

Most participants were over 50 years old, Caucasian, inpatient staff nurses, baccalaureate prepared, with over 11 years’ experience. Statistically significant improvements were observed in the post Quick-EBP-VIK knowledge and implementation domains. Individual and group participant interviews revealed four categories of importance to the experience: 1. perceived benefits of EBP, 2. time as a barrier to EBP, 3. desire for more cohort interaction and 4. positive mentee–mentor experience.

Conclusions

EBPMP can improve participants’ knowledge and implementation of EBP in an environment that values EBP; however, opportunities exist to implement programme modifications that address barriers identified by participants including project time and increased participant interactions.

Introduction

The Evidence-based Practice Mentorship Program (EBPMP) was implemented within a 404-bed academic free-standing quaternary care children’s hospital with Magnet® designation in the northeast United States ( Schuler et al., 2020 ). The goal of the EBPMP was to promote value, facilitate implementation and increase evidence-based practice (EBP) knowledge to advance the science of nursing practice. Thirteen nurses navigated a one-year programme guided by a workbook, online educational modules and EBP expert nurse mentors to support the participants’ scholarship. This paper describes evaluation of the EBPMP using Quick-EBP-Value, Implementation and Knowledge (VIK) survey and through individual and group interviews.

EBP is a problem-solving process integrating best evidence, clinical expertise and patient preferences and values to inform clinical decision-making ( Fineout-Overholt et al., 2005 ; Melnyk et al., 2012 ). Nurses’ implementation of EBP has been associated with reduced costs, higher quality care and improved patient outcomes ( Melnyk and Fineout-Overholt, 2019 ). EBP has also been associated with increased job satisfaction and nursing retention, which can contribute to institutional achievement of Magnet® designation as awarded by the American Nurses Credentialing Center ( Melnyk, 2007 ; Melnyk et al., 2005 ). Nurses who participate in EBP programmes feel empowered to question and improve practice ( Christenbery et al., 2016 ). The Institute of Medicine’s 2020 goal that 90% of all care decisions are evidence-based has encouraged healthcare institutions to foster a culture of EBP through educational initiatives designed to promote nurses’ EBP knowledge and skill ( Breckenridge-Sproat et al., 2015 ; Christenbery et al., 2016 ; Melnyk et al., 2005 ).

Despite its known benefits, barriers to implementing EBP persist and include inadequate time, leadership support, organisational awareness, access to evidence, and EBP knowledge and skill ( Melnyk, 2016 ; Melnyk and Fineout-Overholt, 2019 ). A national survey of 1015 nurses, in 2012, found that only half (53%) of respondents believed EBP was consistently applied within their institution; 34% believed nursing peers were utilising evidence-based care; 35% reported having access to EBP mentors; and 68% desired access to institutional resources ( Melnyk et al., 2012 ). These findings renewed the need for healthcare organisations to seek innovative solutions that address individual and organisational barriers that preclude nurses from integrating evidence into practice.

According to the Advancing Research and Clinical practice through close Collaboration model, EBP mentors are essential to building and sustaining a culture of EBP by supporting nurses and clinicians at the point-of-care ( Breckenridge-Sproat et al., 2015 ; Melnyk, 2012 ). Due to the essential role of mentors, educational initiatives have focused on utilising mentorship as part of a multifaceted approach to conducting EBP scholarship ( Chan et al., 2020 ; Spiva et al., 2017 ; Wallen et al., 2010 ).

In 2010, Wallen et al. demonstrated the effectiveness of an EBP mentorship programme in a 234-bed research hospital. This programme included a two-day workshop and offered ongoing EBP project support and intermittent mentorship-building sessions over a seven-month period. A pre- and post-intervention comparison of quantitative data demonstrated an increased effect on programme participants’ belief in institutional culture and readiness for EBP, utility and implementation of EBP as well as job satisfaction and group cohesion ( Wallen et al., 2010 ). These findings were consistent with those of Spiva et al. (2017) , who implemented a nurse mentor training programme in a five-hospital integrated non-profit healthcare system. Nurse leaders and clinical educators were trained as EBP mentors through a three-part programme. Online educational modules, didactic sessions and interactive webinars with follow-up activities were used to reinforce knowledge and skills. Using the Evidence-based Nursing Questionnaire (EBNQ) and investigator-developed Confidence Scale, pre and post survey of 66 mentors revealed statistically significant improvements in their perceptions of knowledge, attitude, skill, confidence level and organisational readiness for EBP. In addition to the mentor training programme, bedside nurses were offered four 30-minute online educational modules to provide foundational knowledge. Responding to the EBNQ, Barriers to Research Utilisation Scale, EBP Nurse Leadership and EBP Work Environment Scale, the 367 nurses who completed the modules reported perceived improvements in EBP attitude, skill, knowledge, barriers, work environment and nurse leadership ( Spiva et al., 2017 ).

Chan et al. (2020) used a similar approach to develop frontline EBP champions within a 1600-bed tertiary hospital in Singapore. Nine nurses participated in a 12-month research and EBP mentorship programme consisting of didactic and in-person skill building sessions. These nine nurses, then serving as EBP champions, co-led EBP projects on the wards with their mentors. To evaluate the programme, the nine EBP champions and their ward peers were surveyed using the Evidence-based Practice Questionnaire (EBPQ). Pre ( n  = 197) and post ( n  = 194) programme, EBPQ survey comparisons indicated significant increases in knowledge, attitude and EBP practice ( Chan et al., 2020 ).

Problem summary

EBP is a problem-solving process that informs clinical decision-making, improves care, reduces costs and achieves optimal patient outcomes. Emerging literature demonstrates that nurses value EBP and mentorship can be an effective mechanism in the development of nurses’ EBP knowledge and implementation; although, given its importance, there are still relatively few published papers describing programmes that can help engage direct care nurses in the process. This paper describes findings from a programme evaluation following implementation of an organically developed EBPMP at a single paediatric academic medical centre.

In 2012, an institution-wide survey indicated institutional readiness for EBP and revealed opportunities for improvement in the areas of EBP knowledge and implementation ( Paul et al., 2016 ). In response, nursing executive leadership called upon the institution’s EBP committee to address these identified gaps. The EBPMP was designed as a self-directed programme to guide nurse participants as they carried out EBP projects that addressed important clinical practice questions. Throughout the 12-month programme, participants were mentored through the EBP process and were exposed to many EBP resources available from within and outside the institution.

A workbook ( Table 1 ) guided participants through the steps of the EBP process: develop a practice question, conduct a search strategy for relevant evidence, critically evaluate and synthesise findings. The step-by-step instructional workbook included a list of recommended readings and 10 web-based educational modules to build participants’ foundational knowledge. Individual modules were designed to take no longer than 30 minutes to complete and topics correlated to the associated step. Participants reviewed modules on their own timeframe and submitted them to the project coordinator upon completion. Each participant was aligned with an EBP expert nurse mentor based on clinical area of expertise and accessibility within the institution, to help guide and support them through the process. Clinical nurse specialists, advanced practice nurses, doctoral prepared nurse leaders and EBP committee members who completed an EBP immersion experience in 2008 served as programme mentors. The primary goal of the programme was for nurse mentees to develop and present a professional poster of their findings at the institution’s annual nurse’s week celebration. Presentation signified programme completion, at which point they were encouraged to disseminate abstracts externally and serve as an EBP resource to others in their clinical environment and throughout the institution.

Evidence-based Practice Mentorship Program workbook 2016.

Purpose and aims

The purpose of this programme evaluation was to examine effectiveness of the EBPMP, as well as participant experience with mentors, programme progression and materials. Specific aims were to evaluate programme effectiveness through pre-post changes in nurse participants’ EBP value, knowledge and implementation as measured by Quick-EBP-VIK; and explore participants’ experience with the EBPMP through individual and group interviews conducted near the end of the year-long programme.

This project employed a mixed methods study design using both quantitative (Quick-EBP-VIK survey) and qualitative (individual and group interviews) methods.

Staff nurses were recommended for programme participation by their direct supervisor or nurse manager. The pilot cohort consisted of 13 paediatric staff nurses from inpatient and ambulatory settings. To be included in this study’s convenience sample, participants had to be members of the first EBPMP cohort and employees of the hospital.

The setting was a 404-bed academic free-standing quaternary children’s hospital in the northeast United States that delivers highly specialised medical care to local, regional, national and international paediatric patients of all ages. Since 2008, the institution has been recognised for excellence in nursing care through designation as a Magnet® hospital by the American Nurses Credentialing Center (2020) .

Recruitment

Recruitment for individual and group interviews occurred through secure email communication towards the end of the year-long programme. The email contained study information including how to schedule the interviews. Two reminder emails were sent to bolster recruitment.

Data collection

Quick-ebp-vik survey.

The Quick-EBP-VIK survey was administered via Qualtrics® online survey platform in April 2016, at the start of the EBPMP. The survey was administered again after the programme ended, in May 2017. Quick-EBP-VIK is a 19-item instrument measuring nurses’ value, knowledge and implementation of EBP ( Paul et al., 2016 ). Questions are based on a five-point Likert-type scale from 1 to 5 (1 – strongly disagree, 2 – disagree, 3 – neutral, 4 – agree, 5 – strongly agree). The Quick-EBP-VIK underwent comprehensive testing for psychometric properties ( Connor et al., 2017 ). Test and re-test response rates of over 30% were reported with intra-class correlation coefficients ranging between 0.43 and 0.80 for the 19 items. Cronbach’s alpha coefficients were greater than 0.7 for items within each of the three domains, demonstrating internal consistency. Of note, Quick-EBP-VIK question 5, ‘EBP is not important to my nursing practice’, was the only statement requiring reverse coding on a 5–1 Likert scale (as opposed to 1–5 scale) ( Connor et al., 2017 ). Quick-EBP-VIK has subsequently been translated into a Chinese version with similar psychometric testing results ( Zhou et al., 2018 ). In addition to the 19 base items, an additional 11 survey items were developed to elicit participants’ demographic information such as clinical setting, work schedule, level of education, years of nursing experience and previous experience with EBP.

Individual and group interviews

To understand mentees’ perception of the programme and their experience throughout the learning process, qualitative investigation was undertaken through individual and group interviews. Questions were open-ended with no right or wrong responses. Participants were reminded that they were the expert and their reflections about the experience were most relevant and important. Examples of interview questions included:

• Please share with me your experience working with your mentor.
• As you reflect over the past few months, what has been your experience progressing through the EBPMP?
• In what ways have or haven’t EBPMP materials (i.e. workbook and online modules) been helpful? What about other learning opportunities?

Interviews were conducted in private conference rooms by two nurses, a PhD-prepared nurse and a doctoral student, both trained in qualitative research methodology and interviewing techniques, and without any supervisory responsibilities for the participants. Written, informed consent was obtained at the beginning of each session. The 60-minute interviews were audio recorded and transcribed verbatim by a Collaborative Institutional Training Initiative programme certified research team member for data analysis. Identifying information, including names or specific clinical settings, were omitted to ensure confidentiality.

Ethical considerations

The hospital and academic institution’s human subjects’ boards reviewed and approved this study (IRB-P00023767). Data were de-identified and reported in aggregate to ensure participant confidentiality.

Data analysis

Descriptive statistics were used to characterise the EBPMP pilot cohort and analyse survey data. Aggregate pre- and post-intervention means were calculated for each survey question and examined for equality of variances using a p -value of <0.05. Questions with equal variance were compared via t -test to examine differences in value, knowledge and implementation of EBP. Questions without equal variance were compared via Satterthwaite t -test. A p -value of <0.05 was indicative of a statistically significant finding. All data were analysed using SAS platform version 9.4.

Qualitative analysis of individual and group interviews was performed by the principle investigator, two key members of the institution’s EBP committee, the interview facilitators. Using conventional content analysis ( Graneheim and Lundman, 2004 ), coding was performed individually, then collaboratively, to achieve agreement of codes and to enhance criticality and integrity. The team maintained an audit trail of findings and decisions for transparency. To maintain rigour, the research team ensured that codes remained close to the data and were not altered by interpretation or inferred possibilities from their experiences. First level coding of the transcripts consisted of identifying words, comments or phrases participants emphasised, repeated or stressed to convey importance. First level codes were then compared across transcripts and discussed among team members to resolve any discrepancies. After ensuring that all first level codes were addressed, the team collaborated on clustering similar first level codes and creating second level codes that were more inclusive. The second level codes were relabelled and defined as categories. The categories were then reviewed to determine whether they consisted of subcategories or could be combined into patterns. Each category was independent and could not be combined, but when taken together, they provided an informative and helpful evaluation of the programme according to the EBPMP pilot cohort’s experience.

EBPMP pilot cohort demographics, nursing characteristics and project outcomes

The majority of participants were 50 years old (46%), Caucasian (100%) and baccalaureate prepared (84%) ( Table 2 ). More than half of participants (54%) had not received previous formal EBP training. One participant withdrew from the programme and was excluded from the post-EBPMP survey and interview. Of the 12 participants who completed the programme, seven found evidence to support a practice change while five did not. These five participants concluded that current practice was supported by evidence or more research was needed before making a practice change. Figure 1 provides an example of a completed EBP project from the pilot cohort.

Evidence-based practice project example.

Evidence-based Practice Mentorship Program cohort characteristics ( N  = 13).

EBP: evidence-based practice.

Thirteen participants completed the pre-EBPMP survey and 12 completed the post-EBPMP survey. p -values for t -test comparison of pre and post means are shown in Table 3 . While no statistically significant differences were noted within the value domain, all items within the knowledge domain demonstrated statistically significant improvements post-EBPMP. Within the implementation domain, nurse mentees demonstrated statistically significant improvements in the frequency of literature searches performed, frequency of critical appraisals of literature search for evidence, frequency of having shared the EBP process knowledge, and frequency of having used EBP results to propose change post-EBPMP.

Comparison of Quick-EBP-VIK pre- post-Evidence-based Practice Mentorship Program participation.

EBP: evidence-based practice; VIK: value, implementation and knowledge; EBPMP: Evidence-based Practice Mentorship Program; CI: confidence interval; PICO: Population, Intervention, Comparison, Outcome.

Half of the programme participants ( n = 6) consented to participate in the interviews. Data from four individual and one group interview revealed four categories of importance to the experience: 1. perceived benefits of EBP, 2. time as a barrier to EBP, 3. desire for more cohort interaction, 4. positive mentee–mentor experience.

Perceived benefits of EBP

Nurse mentees felt empowered and enthusiastic to begin their EBP journey following a presentation by an international EBP expert at the beginning of the year-long programme. They acknowledged that the EBPMP provided a means to answer important clinical practice questions. Nurses felt the programme provided a positive experience that instilled knowledge of EBP.

‘I think it’s a great programme, and I, um, I see a lot of value in it. As far as answering questions about why we do these things that we do. And really having the evidence to support them’ (Participant 6). ‘The programme made it less overwhelming. It helped me put my ideas forward into motion’ (Participant 5). ‘…as nurses I think you see something, and I think you need to take responsibility and ownership… if you want to change it’ (Participant 4).

They admitted that being invested in the topic affected the overall experience.

‘You got to pick a subject you are passionate about, and it’s really going to help your kids. It’s so worth doing. You have to find that love and passion’ (Participant 5).

Time as a barrier to EBP

Nurse participants were given varying amounts of protected, indirect time away from their clinical responsibilities. Nevertheless, sometimes nurse mentees were asked to forgo their protected, indirect time for EBPMP because patient acuity or volume necessitated their presence in the clinical areas.

‘If it did get busy, I was still technically assigned and would have to go to that area and work…’ (Participant 3).

When nurse mentees did receive time away from the clinical areas, some found it difficult to detach themselves from clinical duties and concentrate on their EBP projects. These barriers led to use of personal time to complete the EBP steps.

‘I didn’t mind doing it at home, but I had no resources. So, if I was doing it here, I could run upstairs, [and] see if my mentor was around. I could run over to the library’ (Participant 1).

Nurse mentees also discussed that EBP steps 5 and 6 involving literature critique and hierarchical categorisation were the most time-consuming and difficult elements of the curriculum, resulting in a slower pace of programme progression. As stated by one mentee,

‘I felt like it was a little over my head. I’m finally through critiquing all my articles. And I feel like I’ve learned a ton’ (Participant 2).

While another commented,

‘…the time it took with the articles and putting [them] into the tables and trying to figure out terminology and what type of article it was… the time it would take to get me through that step was unexpected’ (Participant 3).

Desire for more cohort interaction

Nurse mentees expressed a desire for more cohort interaction. Although the programme was self-directed with mentor guidance, nurse mentees wished for increased interaction with their peers to compare progress, share ideas and discuss projects and challenges.

‘I didn’t feel connected to the [other] mentees at all, but I think that there was some great work being done’ (Participant 6).

Further probing revealed several recommendations for programme change. These included dedicated cohort meeting times such as didactic lectures, interactive webinars and sharing works-in-progress sessions.

‘It would have been really helpful to talk to other people doing their projects. Or even… be able to get together with them or email back and forth and be like, oh how are you doing this or where are you with this?’ (Participant 3)

The use of an online, private social media application was implemented, though participants did not find it helpful for cohort interaction. Additionally, mentees were invited to attend the monthly EBP committee meetings; however, they did not find them an effective modality for increasing their knowledge of EBP; the focus was centred on group evaluation of individual projects.

‘I don’t understand, don’t really understand what that meeting is about. It’s not helping me move forward with my project’ (Participant 1).

Positive mentee–mentor experience

Nurse mentees perceived their mentors as supportive and they appreciated their availability and willingness to share their EBP knowledge and practice insights.

‘My mentor was a very memorable person, quite eloquent, really understands the process and how to dive deep into the more theoretical aspects of EBP’ (Participant 6).

Mentees valued the individual attention and requested feedback early and often.

‘She was so supportive, and she didn’t hover, but she made sure that we were working together, you know’ (Participant 5).

They all agreed that direction and guidance were most necessary during the EBP steps involving literature review, article critique and hierarchical categorisation.

‘I was able to meet with her in person about that [putting articles into tables] and she looked over what I had done so far so that was really helpful to get feedback, to know I wasn’t doing it completely wrong before I finished doing it’ (Participant 3).

Nurse mentees who were interested in becoming mentors themselves requested ongoing support from their mentor.

‘I would still need a lot of guidance because I’m not at that stage where I can do it all on my own’ (Participant 4).

This programme evaluation revealed a number of important findings contributing to the evolving body of literature on EBP mentorship programmes and prompted several changes to the EBPMP. According to the pre/post Quick-EBP-VIK survey findings, participation in the EBPMP increased nurse mentees’ knowledge and implementation of EBP, demonstrating its effectiveness as an educational approach; however, it did not increase mean scores within the value domain. Survey item responses within the implementation domain showed that nurse mentees ‘shared the EBP process knowledge’ and ‘used EBP results to propose change’ more often following the programme. These findings indicated that participants were sharing what they learned, from the programme and their projects, with their peers. This aligns with previous evidence showing that graduates of an EBP Scholars Program continue applying EBP skills, initiating new projects and mentoring others one year beyond programme completion ( Royer et al., 2018 ) and is an important step to building an institutional culture of EBP. It was not surprising to the investigative team that the mean value scores did not change significantly; the EBPMP participants were highly motivated nurses who voluntarily participated and demonstrated a desire to improve patient care, and the mean value scores were already 4 or above, leaving little room for improvement in that domain.

Interestingly, mentees reported no change when responding to the implementation domain survey item ‘frequency of EBP results having resulted in a change’. This suggested that while the EBPMP was beneficial for mentees to evaluate and synthesise evidence, and to disseminate clinical practice recommendations, the programme lacked a process to guide participants through implementing a practice change. As highlighted by Tucker (2019) , institutions must utilise EBP implementation models that promote uptake of findings from EBP initiatives to bridge the gap between knowledge and evidence-based care. Likewise, recommendations from EBP initiatives must be integrated into clinical pathways for easy adoption by bedside clinicians at the point of care ( Stevens, 2012 ).

The EBPMP leadership responded to this programmatic need by developing a process for implementation and measurement of practice changes. This has been accomplished through several established structures within the institution including unit-based quality improvement groups, the Nursing Science Fellowship and the Nursing Practice Committee ( DeGrazia et al., 2019 ). Yet, another interpretation of these findings is that not all EBP projects lead to practice change recommendations. Several participants found that evidence supported current practice while others discovered there was not enough literature to support a practice change. In these situations, a pre- to post-EBPMP change in measurement for this survey item would not be expected.

While previous mentorship programmes identified EBP mentors as beneficial for institutional readiness and support from nursing leadership ( Spiva et al., 2017 ; Wallen et al., 2010 ), results from this study specifically identified where mentors are the most beneficial in the EBP process. Steps involving literature critique and hierarchical categorisation were the most time consuming and difficult elements of the programme. Despite this finding, post-EBPMP survey and interview results demonstrated nurse participants’ increased knowledge and improved their abilities to perform these steps. Programme participants identified their mentors as being most needed and helpful while learning and performing these complex steps of the EBP process, adding to the body of literature demonstrating the benefit of EBP mentors.

Though findings of this programme evaluation indicated that EBPMP increased participants’ knowledge and implementation of EBP, only four mentees from the pilot cohort continued in the mentor role. This may reflect the fact that conducting EBP is a skill acquired through experience and may not be mastered through a one-time learning opportunity. As such, the EBPMP leadership looked for additional ways to foster development of mentors over time. Programme modifications included graduates undertaking additional peer mentorship opportunities, sponsoring future EBP projects and implementing smaller unit based EBP working groups. Graduates now have many opportunities to hone their EBP skills by co-mentoring future EBPMP participants.

Through the qualitative interview participants indicated that time was a barrier to EBP. To address time as a barrier, a new process was developed for nurses to apply for programme entry. Through this new process applicants meet with their nurse managers or directors and develop a plan that includes protected time away from patient care to consistently work on their EBP projects throughout the 12-month programme. The application process also provides applicants with the ability to be paired with another mentee to carry out one EBP project under guidance from a single mentor. This 2:1 alignment has facilitated optimum utilisation of a limited mentor pool and allowed participants to share ideas and responsibilities during critical appraisal, which was notably the most difficult and time-consuming step. Additionally, to facilitate cohort interaction and support participants through critical appraisal, formal workshops for literature critique and hierarchical categorisation were integrated. Regularly scheduled works-in-progress sessions were established to facilitate mentee knowledge sharing, communication and collaboration.

Limitations

Three main limitations of this study are small sample size, lack of participant diversity, and group interviews. The study was powered such that improvements in mean scores between pre- and post-EBPMP surveys of 0.8 SD units had 80% statistical power. Thus, only large effects were expected to achieve statistical significance. Smaller improvements (e.g. increases of 0.5 SD units between the pre- and post-EBPMP surveys) would not likely have achieved statistical significance but can be clinically meaningful. Results should be interpreted accordingly. Another perceived limitation was our heterogeneous sample. Most participants were experienced, bachelor prepared nurses who had received some formal EBP training. What remains unknown is whether novice nurses, or those with no formal training, would have achieved the same outcomes as observed with this pilot cohort. Last, the inclusion of group interviews was a limitation. Group interviews have the ability to influence group dynamics and participants’ answers ( Parker and Tritter, 2006 ). However, the majority of interviews in this study were conducted with single individuals.

Findings from this study suggest that EBPMP can improve participants’ knowledge and implementation of EBP, in an environment that values EBP. This study adds to the emerging body of literature demonstrating the effectiveness of a hospital-based programme designed to meet the needs of direct care nurses. Results were useful in making programme modifications designed to improve the participant experience. Ongoing evaluation of the participant experience is needed to determine whether further programme modifications are warranted.

Key points for policy, practice and/or research

• The Evidence-based Practice Mentorship Program improved participants’ knowledge and implementation of evidence-based practice.
• Nurse mentees perceived their mentors as supportive and appreciated their availability and willingness to share knowledge and practice insights.
• The programme can benefit direct care nurses within an institution that values evidence-based practice.
• Works-in-progress sessions were established to facilitate mentee knowledge sharing, communication and collaboration addressing the need for more participant interactions.

Ethan Schuler , Critical Care Paediatric Nurse Practitioner, Chair of the Evidence-based Practice Committee and member of the Nursing Executive Committee for Research and Inquiry at Boston Children’s Hospital.

Sandra Mott , Distinguished and celebrated nurse who has led the advancement of paediatric nursing science through her many roles as clinician, educator, researcher, leader, mentor, consultant, nurse scientist and author.

Peter W Forbes , Senior biostatistician in the Clinical Research Center at Boston Children’s Hospital providing biostatistical support for several departments including Psychiatry, Nursing and Haematology.

Alexis Schmid , Paediatric emergency nurse and global health fellow at Boston Children’s Hospital, with research interests in the health needs of children in humanitarian crises and development of emergency care systems.

Carole Atkinson , Advanced Practice Nurse at Boston Children’s Hospital for over four decades, while also precepting, mentoring, educating and leading as past chair of the evidence-based practice committee.

Michele DeGrazia , Director of Nursing Research, Neonatal Intensive Care Unit, Nurse Executive Committee for Research and Inquiry co-chair, Boston Children’s Hospital and Assistant Professor of Paediatrics, Harvard Medical School.

Michele DeGrazia , Director of Nursing Research, Neonatal Intensive Care Unit, Nurse Executive Committee for Research and Inquiry co-chair, Boston Children's Hospital and Assistant Professor of Pediatrics, Harvard Medical School.

Declaration of conflicting interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Ethics: The hospital and academic institution's human subjects' boards reviewed and approved this study (IRB-P00023767).

Funding: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Inquiry Investment Drives Evidence into Action (IDEA) Grant Program at Boston Children’s Hospital (grant number 90381).

ORCID iD: Ethan Schuler https://orcid.org/0000-0003-1148-0030

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Programs for Talented Youth

Summer 2024 Programs Accepting Applications: SAVY/Career Connection (1-8)

Summer 2024 Admitted Students: SAVY/Career Connection  | VSA

Join Our Mailing List | Apply Now!

Mentor Immersion: A Virtual Research Experience at PTY

Click the Button Below to View Current and Previous Mentor Immersion Descriptions.

PTY’s mentorship program is a unique experience offering in-depth exposure in a field and the potential for independent research or a culminating product to be created with expert feedback from a content expert/mentor.

This virtual program includes the following program options and opportunities:

• Mentor Immersion (Academic Year Experience): During the academic year (fall and spring cohort), the Mentor Immersion virtual program runs for approximately six months and is offered specifically for 10th through 12th grade students.
• Mentor Immersion (Summer Experience): During the summer, the Mentor Immersion virtual program runs for three months and is offered for rising 11th and 12th grade students.
• Rising Experts: Mini Immersion: This program is a specific one-month virtual program designed for rising 7th through 9th grade students.

Students apply for a mentorship placement based on the descriptions provided on the program page. If paired with a mentor in the field, students will participate in meetings with their mentor and approximately 8-10 other students in the same mentorship experience. Each week students will learn more about the content area of their mentor and explore real world topics about how to be successful in the field of study. The experiences and conversations early in the experience will lay the foundation for each student to complete a project, under the guidance of their mentor, later in the experience. Mentor Immersion products are in-depth experiences that resemble the work of those in the field while Mini Immersion projects offer students an introduction to the types of experiences common to the field. Mentor Immersion participants will present their completed projects to their mentor and other Vanderbilt faculty and staff while Rising Expert: Mini Immersion students showcase their projects during a virtual open house for parents.

Click one of the options below to learn more about each opportunity within this program, including application details and specific timelines associated with each experience:

Mentor Immersion (Summer) Rising Grades 11-12 Rising Expert: Mini Immersion (Fall) Rising Grades 9-10 Mentor Immersion (Academic Year) Grades 10-12

PTY Programs

• PTY Online Academy (Grades 3-11)
• Mentor Immersion (Grades 9-12)
• SAVY (Grades K-6/Rising Grades 1-8)
• Career Connections at SAVY (Rising Grade 7)
• WAVU (Grades 7-12)
• VSA (Rising Grades 7-12)
• Vanderbilt Gifted Education Institute

Hours & Info

The practice of rematching in youth mentoring: A Study of Planned Rematches in School-Based Mentoring for Children Identified as Aggressive

Effectiveness of a school-based group mentoring program promoting students’ engagement, self-regulation, and goal setting

Student Minds: How a 4-Week Mindfulness-Based Intervention Helped College Students

Cultivating Connections: New Study Explores Social Capital Advances Educational and Career Pathways

New study explores long-term impact of the fostering healthy futures for preteens program

These everyday practices could boost mentees’ mental health

New Study Explores Effects of Ethnic-Racial (Mis)Match on Relationship Strength

What are Therapists’ Attitudes Towards the Use of AI in Therapy?: Implications for Mentoring

A new study shows that connectedness is a protective factor against declining mental health

New study shows how social capital can promote college achievement

Let’s talk about religion, politics…and mentoring

by Jean Rhodes

We are living through one of the most bitterly…

The new science of single session interventions: Implications for mentoring

A strong signal in a noisy world: Implications of a remarkably consistent finding in mentoring research

Springtime in Paris: Reflections on the forthcoming European Mentoring Summit

Flash mentoring: An innovative new approach to building social capital

The “Take Two Aspirins” Problem in Mentoring

The surprising role of hobbies in boosting youth mental health: Implications for mentoring

“The mental-health crisis has changed academia forever.” Five ways peer mentors can help.

Mentoring in the Mountains – An Impactful Approach to Positive Youth Developmen

A new tool to measure burnout among overnight camp staff

Centering Black Adolescent Girl’s Voices

UMass Boston Center for Evidence-Based Mentoring and MentorPRO partner to launch MentorPRO Academy, a groundbreaking suite of science-backed courses designed to elevate the quality of mentoring and optimize outcomes for mentors and mentees.

To learn more, please click  here .

New and Events

OJJDP FY24 Mentoring Programs for Youth in the Juvenile Justice System Solicitation Webinar

College leaders refocus attention on their students’ top priority: Jobs after graduation

2024 Summer Institute on Youth Mentoring

Trauma Informed Youth Development & Mentoring

Profiles in mentoring.

Implementing program practices contributes to stronger youth mentoring relationships: Insights from Dr. Thomas E. Keller

Dr. Amy Anderson’s provides insights on cultural humility development in adults serving as mentors for youth

Dr. Anita Caduff sheds light on immigrant students and mentoring

Dr. Allison Cloth Introduces Needs-Based Mentoring Approach for Schools

Profiles in Mentoring: A Conversation with Rising Star Dr. Grace Gowdy

Editor in chief.

Associate Editor

Assistant Editors

Contributing Editors

Other Contributors…

Most Popular

Mentor in the loop–Is there a role for AI in mentoring relationships?

The top 30 mentoring movies of all time

On Methods: What’s the difference between qualitative and quantitative approaches?

The road ahead: The promise of task shifting, stepped care, and paraprofessional mentoring

Are supportive relationships enough? The great debate continues

Innovations.

Virtual reality won’t fix the mental health crisis, but a disruptive innovation might

Finding purpose during times of adversity: The MentorOn program

The impact of a technology-enhanced peer mentor referral system on college freshmen

Connection Over Content: A New Era for Education Technology

Contributions.

How Mentoring Can Shift from “Beating the Odds” to Changing the Odds

Youth civic engagement can help uphold democracy…and mentors can help.

How to “Do” Critical Mentoring: Making your Program More Culturally Relevant

Should mentors be compensated? Two experts weigh in

Commentary on CDC Report Finds Alarming Levels of Mental Health Symptoms in High School Students

Rooted in Relationships Podcast series with guest Jean Rhodes: Mentorship is a rich opportunity for positive development from youth to adulthood

How Mentors Support Young Adults as They Gain Awareness of Societal Inequality and Engage in Social Action

Winner takes all?: Mentoring programs in the age of inequality

Building Relationships with Diverse Learners

On Methods: What’s a meta-analysis, anyways?

More…

Topics of Interest

MentorPRO is a leading digital tool platform to support educators to build developmental relationships with their students in easy and fun ways.

In support of our continued conversation on how to support today’s youth, this issue of the Chronicle of Evidence-Based Mentoring is proudly sponsored by Along, a free digital tool designed to support educators to build developmental relationships with their students in easy and fun ways.

MENTOR: The National Mentoring Partnership (MENTOR) is the unifying champion for expanding quality youth mentoring relationships in the United States. For nearly 25 years, MENTOR has served the mentoring field by providing a public voice, developing and delivering resources to mentoring programs nationwide and promoting quality for mentoring through standards, cutting-edge research and state of the art tools.

Academic Web Pages is the leading provider of customized websites for researchers, centers, nonprofits, and universities. AWP designed and has contributed generously to the creation of the Chronicle of Evidence-Based Mentoring.