Abstract
Objectives
Given the dynamic and high-stress environment of nursing education today, the need arose for the development and implementation of a novel peer mentoring program to support undergraduate nursing students. Peer mentoring refers to a network of support in which a more skilled or experienced person serves as a role model for a less skilled person for professional development and personal growth. Peer mentoring provides a support system that encourages self-confidence and increases self-worth for both the mentee and the mentor. The undergraduate student peer mentoring program in a large, Southeastern United States, university-based, 4-year school of nursing was created in response to a desire for more support conveyed by upper-level nursing students.
Methods
A model was developed whereby each incoming nursing student (Semester 1) would be paired with a senior nursing student (Semesters 3, 4, or 5). This mentoring dyad was then assigned to a faculty mentor who ensured that the mentoring relationship was functioning in accordance with established guidelines and provided support to both the student mentee and the student mentor.
Results
The first cohort was comprised of 20 mentoring dyads. Subsequent cohorts have ranged from 20 to 45 mentoring dyads. To date, over 300 nursing students have participated in the undergraduate peer mentoring program. Based on feedback from student evaluation surveys, both mentors and mentees appreciate and find value in the program. Approximately 93% of student mentors indicated that they would have appreciated such a program when they were first semester nursing students.
Conclusion
Some of the challenges of navigating nursing programs are not related to lack of academic aptitude. Rather, other challenges, including lack of social support and soft skills needed to successfully complete the first and second semesters of nursing school. These are critical challenges that a peer mentor could help to meet.
Acknowledgments
The authors would like to acknowledge all the student and faculty mentors at the University of Alabama Capstone College of Nursing who have participated in this peer mentoring program.
-
Research funding: None declared.
-
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
-
Competing interests: Authors state no conflict of interest.
-
Informed consent: Informed consent was obtained from all individuals included in this study.
-
Ethical approval: The local Institutional Review Board approved evaluation of student aggregate data for this report.
References
Carragher, J., & Mcgaughey, J. (2016). The effectiveness of peer mentoring in promoting a positive transition to higher education for first-year undergraduate students: A mixed methods systematic review protocol. Systematic Reviews, 5, 1–9.10.1186/s13643-016-0245-1Search in Google Scholar PubMed PubMed Central
Dorsey, L. E., & Baker, C. M. (2004). Mentoring undergraduate nursing students: Assessing the state of the science. Nurse Educator, 29(6), 260–265.10.1097/00006223-200411000-00013Search in Google Scholar PubMed
Kachaturoff, M., Caboral-Stevens, M., Gee, M., & Lan, V. M. (2020). Effects of peer-mentoring on stress and anxiety levels of undergraduate nursing students: An integrative review. Journal of Professional Nursing, 36(4), 223–228. https://doi.org/10.1016/j.profnurs.2019.12.007 Search in Google Scholar PubMed
Miller, H., Bosselait, L., Venturato, L., Irion, K., Schmidt, N., DiGeronimo, J., & Pritchard, T. (2019). Benefits of peer mentoring in prelicensure nursing education: A dual perspective. Nurse Educator, 44(3), 159–163. https://doi.org/10.1097/NNE.0000000000000573 Search in Google Scholar PubMed
Mullen, C. A., & Klimaitis, C. C. (2021). Defining mentoring: A literature review of issues, types, and applications. Annals of the New York Academy of Sciences, 1483(1), 19–35. https://doi.org/10.1111/nyas.14176 Search in Google Scholar PubMed
Naber, J., & Markley, L. (2017). A guide to nursing students’ written reflections for students and educators. Nurse Education in Practice, 25, 1–4. https://doi.org/10.1016/j.nepr.2017.04.004 Search in Google Scholar PubMed
National Council of State Boards of Nursing. (2022). The NCSBN 2022 environmental scan: Resiliency, achievement, and public protection. Journal of Nursing Regulation, 12(4), S1–S56. https://doi.org/10.1016/S2155-8256(22)00015-1.Search in Google Scholar PubMed PubMed Central
Raymond, J. M., & Sheppard, K. (2017). Effects of peer mentoring on nursing students’ perceived stress, sense of belonging, self-efficacy and loneliness. Journal of Nursing Education and Practice, 8(1), 16–23. https://doi.org/10.5430/jnep.v8n1p16 Search in Google Scholar
Ross, J. G. (2019). Repetitive practice with peer mentoring to foster skill competence and retention in baccalaureate nursing students. Nursing Education Perspectives, 40(1), 48–49. https://doi.org/10.1097/01.NEP.0000000000000358.Search in Google Scholar PubMed
Vandal, N., Leung, K., Sanzone, L., Filion, F., Tsimicalis, A., & Lang, A. (2018). Exploring the student peer mentor’s experience in a nursing peer mentorship program. Journal of Nursing Education, 57(7), 422–425. https://doi.org/10.3928/01484834-20180618-07 Search in Google Scholar PubMed
Yüksel, A., & Bahadu-Yilmaz, E. (2019). The effect of mentoring program on adjustment to university and ways of coping with stress in nursing students: A quasi-experimental study. Nurse Education Today, 80, 52–58. https://doi.org/10.1016/j.nedt.2019.06.006 Search in Google Scholar PubMed
© 2022 Walter de Gruyter GmbH, Berlin/Boston
