Effects Of Peer Mentoring Research Articles

Experiences of nursing students in A peer mentoring program during their clinical practices. A qualitative study

BackgroundClinical placements allow nursing students to develop the skills and attitudes necessary to provide care. Peer mentoring programmes seem to facilitate these achievements, but there are very few studies on the effects of peer mentoring on clinical placements and what it can bring to both mentors and mentees. AimTo describe the perspectives of nursing students on a peer mentoring programme during their clinical placements. DesignA qualitative descriptive and exploratory study. Settings and participantsFirst year and third year nursing students were included. MethodsFocus groups were conducted with students after they participated in a peer mentoring programme during their clinical practice rotation. ResultsThe support received from the student mentors was very important both academically and personally. Mentors also acknowledged having improved their teaching and leadership skills. ConclusionsOur results can be applied to future studies to inform peer mentoring programmes as a complementary teaching tool in clinical placements to improve leadership and empowerment in nursing students.

Effectiveness of peer mentoring in the study entry phase: A systematic review

AbstractPeer mentoring is a widely employed strategy in higher education to foster student development and integration. However, the effectiveness of peer mentoring in higher education lacks well‐established statements. A systematic review was conducted to assess the efficacy of peer mentoring during the initial phase of academic studies. This review evaluated effectiveness based on four outcomes: intention to drop out, the sense of belonging, academic and social integration. It also scrutinised gender disparities and distinctions between digital and non‐digital, and group‐based and individual peer mentoring. The review revealed that peer mentoring is an effective support mechanism, yielding favourable impacts across various outcomes: social and academic integration, career benefits, emotional benefits, soft skills, university‐life balance, study dropout intention and sense of belonging to university. Gender disparities were generally inconspicuous in most studies. Digital peer mentoring proved effective, though students reported reduced levels of social support compared to non‐digital peer‐mentoring. Both individual and group‐based peer mentoring programmes were utilised, but specific outcomes distinguishing the two formats were not discerned. In summary, peer mentoring proves to be a valuable resource for first‐year students, particularly concerning academic and social integration. To holistically address the diverse needs of first‐year students additional approaches may be considered.

The Effect of Peer Mentoring on Acceptance of and Intention to Use Web 2.0 Tools

Purpose: This study seeks to shed light on the effect of peer mentoring on the acceptance of and intention to use Web 2.0 tools.
 Design/Methodology/Approach: In the study, the static-group comparison pretest-posttest design, which falls into the category of weak experimental designs, was applied. The study group consisted of 165 (Experiment=76, Control=89) pre-service teachers continuing their second-year education in different departments of a public university in the 2021-2022 academic year. The implementation period of the study lasted for eight weeks and a total of 16 hours. In the study, the "unified theory of acceptance and use of technology model-2 / UTAUT2" scale was used as a data collection tool. The SPSS 26 package program was employed to analyse the data obtained in theß study. T-test, one-way analysis of variance (ANOVA), and correlational t- test were used in the analyses.
 Findings: İt was concluded that the acceptance of and intention to use Web 2.0 tools among the- pre-service teachers receiving peer mentoring and teacher guidance were positively affected with a higher rate of effect for pre-service teachers receiving peer mentoring. Results based on gender revealed that the effect of peer mentoring on the acceptance of and intention to use technology among pre-service teachers was in favour of female pre-service teachers in various constructs. Results based on the ownership of a computer revealed that the effect was in favour of pre-service teachers owning computers in various constructs. And finally, results based on the department variable revealed that the effect was at a higher level for pre-service teachers in English Language Education than pre-service teachers in Elementary Mathematics Education. The results of the present study also contain some recommendations for future studies on the topic.
 Highlights: The effect of different blended models can be examined in similar studies. Similar studies can be carried out with a full experimental design and mixed model methods. Studies can be re-examined with different variables.

Effectiveness of peer mentoring and self-monitoring to improve blood pressure control in a vulnerable population in Argentina: Pragmatic randomized open-label controlled trial.

To evaluate the effectiveness of blood pressure (BP) self-monitoring and peer mentoring to improve the control of hypertension in clinical practice in primary care centers (PCCs) located in low-resource settings in Argentina. An individual randomized controlled trial was carried out to test two different approaches based on behavioral interventions in PCCs in Argentina. Hypertensive adults were randomly assigned to one of three arms: BP self-monitoring, peer mentoring, and usual care. The primary outcome was the change in BP values from baseline to the end of follow-up at 3 months. A qualitative approach of participants' experiences of the peer mentoring arm was also conducted. A total of 442 participants with hypertension were included in the study. Self-monitoring and peer mentoring interventions did not show a significant difference in BP control compared to usual care. However, this trial showed an improvement regarding antihypertensive medication adherence among those assigned to the peer mentoring intervention compared to the control at the end of follow-up (p = 0.031). Self-monitoring and peer mentoring interventions did not demonstrate to be effective in BP control compared to usual care. Implementing a peer support strategy was demonstrated to be feasible and effective in improving medication adherence in this population.

Retraction: The effect of peer mentoring on motivation and self-regulated learning in medical students during transition.

[This retracts the article on p. 367 in vol. 10, PMID: 34912903.].

The Effect of Peer Mentoring on Mentors Themselves: A Case Study of College Students

ABSTRACT The number of students with disabilities attending higher education has been soaring. Support centres in the institutions provide assistance in the form of assistive technologies, private tutoring, meetings with counsellors, and workshops. Still, many students express lack of confidence and low self-esteem that extend beyond the academic sphere into their personal and social life. Using qualitative methods, this study examines a peer mentoring program in which the mentors are students with special needs, who, based on their strengths, provide assistance and mentoring to other students. Semi-structured interviews were conducted with these mentors. The analysis of the interviews sheds light on the participants’ narratives about the effect of mentoring on their academic success and their emotional and psychological well-being. Three central themes emerged from the interviews that describe the students’ transformation and improvement: (1) self-esteem; (2) self-efficacy; and (3) empowerment. These themes correspond with the significance and impact that students attribute to peer-mentoring. Thus, the study indicates that mentoring could be used as an additional therapeutic tool when working with students with special needs.

Effect of Peer Mentoring on Quality of Life among CKD Patients: Randomized Controlled Trial

Introduction: CKD is associated with decreased quality of life (QOL). Peer mentoring (PM) leads to improved QOL in various chronic diseases. The effectiveness of PM on QOL of patients with CKD has not been previously studied. We conducted a randomized clinical trial to test the effectiveness of face-to-face (FTF) and online mentoring by trained peers, compared with usual care, on CKD patients’ QOL. Methods: We randomized 155 patients in one of 3 groups: (1) FTF PM (n = 52), (2) online PM (n = 52), and (3) textbook only (n = 51). Peer mentors were patients with CKD, who received formal training through 16 h of instruction. Participants in all 3 groups received a copy of an informational textbook about CKD. Participants assigned to PM received either 6 months of FTF or online PM. The outcomes included time-related changes in domain scores of the Kidney Disease Quality of Life (KDQOL)-36 for each of the groups over the 18-month study period. Results: Compared with baseline, online PM led to improved scores in domains of the KDQOL-36 at 18 months: Effects of Kidney Disease (p = 0.01), Burden of Kidney Disease (p = 0.01), Symptoms and Problems of Kidney Disease (p = 0.006), SF-12 Physical Composite Summary (p = 0.001), and SF-12 Mental Composite Summary (p < 0.001). There were no statistically significant changes from baseline in domain scores of KDQOL-36 within the FTF PM and textbook-only groups. Conclusions: Among patients with CKD, online PM led to increased scores in domains of the KDQOL-36 at 18 months. The study was limited to English-speaking subjects with computer literacy and internet access.

The effect of peer mentoring on motivation and self-regulated learning in medical students during transition.

BACKGROUND:Self-regulated learning (SRL) is a critical skill for medical students to reach their learning goals in the bedside clinical rotations. This study was performed with the aim of comparing SRL and motivation of 4th year medical students who are in their educational transition between students with mentors and those without mentors.MATERIALS AND METHODS:This study was cross-sectional. A total of 196 medical students were invited to complete a form consisting the motivation and SRL questionnaire through Google form during their 1st year of clinical clerkship, while some of them had participated in the mentoring program beforehand. data correlation and regression analysis were employed.RESULTS:Comparing SRL and motivational beliefs scores between students with mentors and without mentors indicated that motivational beliefs mean score in students with mentors (87.5 ± 8.44) was significantly higher compared to the others (83.49 ± 7.36) (P = 0.005). Among SRL subscales, planning and examination stress were significantly different between two groups with higher scores for mentees (P = 0.033 and 0.021). Having a mentor predicted motivational beliefs with OR = 7.974 (1.391–45.719) and P = 0.020.CONCLUSION:Considering a significant correlation between mentor possession and the scale of motivation beliefs, future longitudinal and interventional research besides the customized mentoring program is required to understand the role of mentoring programs on SRL as a cause-and-effect relationship to recommend the peer mentoring program to enhance SRL skills in the medical students especially during their transition to the new clinical environment.

The effects of peer mentoring in a Midwestern high school

ABSTRACT We investigated the effects of mentoring on selected attributes among high-school mentors. Three attributes were explored: altruism, diligence, and student leadership. Sixty-eight high-school juniors and seniors participated as mentors to high-school freshman students. Mentors participated in a leadership training program prior to beginning their mentoring activities. Pre- and post-test measures of the three attributes were administered using a paired t-test. Results showed no significant increase in diligence scores, and a significant increase in the perception of leadership scores. Unexpectedly, the mentoring experience produced a significant decrease in altruism scores throughout the 2015–2016 school-year. Implications for implementing a mentoring program in a high school setting are discussed.

Effects of peer-mentoring on stress and anxiety levels of undergraduate nursing students: An integrative review.

Nursing students, whether undergraduate or graduate, are at a higher risk for stress and anxiety due to competitiveness and complexities of nursing school. There is evidence in the literature on the effects of peer mentoring among nursing students. Peer mentoring has been associated with increased retention, student engagement, and skills competence among nursing students. There is, however, paucity in the literature about peer mentoring's effect on stress and anxiety levels of undergraduate nursing students. To examine the literature on the effect of peer mentoring on stress and anxiety levels among undergraduate nursing students. Bandura's Self-Efficacy Theory was used to guide this review. An integrative review of the literature was conducted. Electronic databases searched included PubMed, CINAHL, PsychINFO, and ERIC using keywords: nurse*, student*, undergrad*, stress and nursing students, anxiety and nursing students, and mentor*. Review was limited to peer reviewed articles published in the English language from January 2000 to August 2018. Articles were independently reviewed by three authors, and the quality of data was evaluated using established criteria. Eight articles were included in the review. Review suggested that peer mentoring decreases stress, and situation or short-term anxiety levels of undergraduate nursing students. However, results should be interpreted with caution based on limited studies identified.

The Effect of Peer Mentoring on Dietetic Students Success

Upon completion participant will be able to determine resources to encourage dietetics student success.

The Effects of Peer Mentoring

The Effects of Peer Mentoring

Exploring the Effect of Peer Mentoring on Students’ Academic Achievement and Interest in Korean History Classes via Explanatory Sequential Design

Exploring the Effect of Peer Mentoring on Students’ Academic Achievement and Interest in Korean History Classes via Explanatory Sequential Design

Effects of peer mentoring on nursing students’ perceived stress, sense of belonging, self-efficacy and loneliness

Mentorship has been around for years and has been explored in nursing education in the clinical settings. Despite evidence that indicates that the academic environment is the most common source of stress, little mentorship implementation and investigation has been done in this environment. The purpose of this research is to describe the effects of a mentorship experience on the level of perceived stress, sense of belonging, self-efficacy, and loneliness by first year baccalaureate nursing students. A quasi-experimental design was conducted. Seventy baccalaureate nursing students in the first year of their program (n = 34 in the experimental group; n = 36 in the control group) enrolled in a single baccalaureate nursing program were recruited. Third year mentors were purposefully selected by nursing professors within the program. The Perceived Stress Scale, the College Self-Efficacy Inventory (CSEI)–Revised, Sense of Belonging-Psychological, Sense of Belonging-Antecedents, and the Revised UCLA Loneliness Scale were used to evaluate the various concepts as these tools were used in previous research with college level students and deemed to be reliable and valid tools for measuring the relevant concepts. The mentorship program was statistically significant in reducing first year nursing students’ perceived stress and loneliness. It also appeared to increase their sense of self-efficacy and psychological sense of belonging. The mentorship experience could potentially enhance the student experience as well as aid the academic institution in retention and resource maximization. The focus of this research was on the academic mentoring by peers and is worth further exploration and possible wide-scale integration within nursing education.

Effects of Peer Mentoring on Self-Efficacy and Hospital Readmission After Inpatient Rehabilitation of Individuals With Spinal Cord Injury: A Randomized Controlled Trial

ObjectiveTo investigate the effect of intensive peer mentoring on patient-reported outcomes of self-efficacy and unplanned hospital readmissions for persons with spinal cord injury/disease (SCI/D) within the first 6 months after discharge from inpatient rehabilitation. DesignRandomized controlled trial. SettingNonprofit inpatient rehabilitation hospital specializing in care of persons with SCI/D and brain injury. ParticipantsPatients (N=158) admitted to the SCI/D rehabilitation program whose discharge location was a community setting. Participants (51% with paraplegia and 49% with tetraplegia) were 73% white and 77% men, with a mean age of 38 years. InterventionsParticipants in the experimental group received initial consult/introduction with a peer support program liaison and were assigned a peer mentor, who met with the participant weekly throughout the inpatient stay and made weekly contact by phone, e-mail, or in person for 90 days postdischarge. Participants also were encouraged to participate in regularly scheduled peer support activities. Nonexperimental group participants were introduced to peer support and provided services only on request. Main Outcome MeasuresGeneral Self-efficacy Scale (adapted to SCI/D), project-developed community integration self-efficacy scale, and patient-reported unplanned rehospitalizations. ResultsGrowth rate for self-efficacy in the first 6 months postdischarge was significantly higher for experimental group participants than nonexperimental group participants. Experimental group participants also had significantly fewer unplanned hospital days. ConclusionsThis study provides evidence that individuals receiving intensive peer mentoring during and after rehabilitation for SCI/D demonstrate greater gains in self-efficacy over time and have fewer days of unplanned rehospitalization in the first 180 days postdischarge. More research is needed to examine the long-term effects of this intervention on health care utilization and the relation between improved health and patient-reported quality of life outcomes.

The effectiveness of peer mentoring in promoting a positive transition to higher education for first-year undergraduate students: a mixed methods systematic review protocol.

BackgroundThe global transfer of nursing and midwifery education to higher education institutes has led to student nurses and midwives experiencing challenges previously faced by traditional third-level students, including isolation, loneliness, financial difficulties and academic pressure. These challenges can contribute to increased stress and anxiety levels which may be detrimental to the successful transition to higher education, thus leading to an increase in attrition rates. Peer mentoring as an intervention has been suggested to be effective in supporting students in the transition to third-level education through enhancing a sense of belongingness and improving student satisfaction, engagement and retention rates. This proposed systematic review aims to determine the effectiveness of peer mentoring in enhancing levels of student engagement, sense of belonging and overall satisfaction of first-year undergraduate students following transition into higher education.MethodsMEDLINE, Web of Knowledge, ProQuest, Embase, CINAHL, ERIC, PsycINFO and CENTRAL databases will be searched for qualitative, quantitative and mixed methods studies on the implementation of peer assessment strategies in higher education institutes (HEIs) or universities for full-time, first-year adult students (>17 years). Included studies will be limited to the English language. The quality of included studies will be assessed using a validated Mixed Methods Appraisal Tool (MMAT). The findings will be presented as a narrative synthesis or meta-analysis as appropriate following sequential explanatory synthesis.DiscussionThe review will provide clear, non-biased evidence-based guidance to all third-level educators on the effectiveness of peer-mentoring programmes for first-year undergraduates. The review is necessary to help establish which type of peer mentoring is most effective. The evidence from qualitative and quantitative studies drawn from the international literature will be utilised to illustrate the best way to implement and evaluate peer mentoring as an effective intervention and will be useful in guiding future research and practice in this area. These findings may be applied internationally across all disciplines.Electronic supplementary materialThe online version of this article (doi:10.1186/s13643-016-0245-1) contains supplementary material, which is available to authorized users.

Viva survivors – the effect of peer-mentoring on pre-viva anxiety in early-years students

Viva voce exams are used in many disciplines as a test of students’ knowledge and skills. Whilst acknowledged as a useful form of assessment, vivas commonly lead to a great deal of anxiety for students. This anxiety is also apparent for vivas in phonetics, where the students must produce and recognise sounds drawn from across the world’s languages, and pervious work has shown that viewing a video of a mock-viva does not reduce this anxiety. To address anxiety prior to phonetics vivas, 63 students, across 3 cohorts, engaged in a brief, isolated, peer-mentoring session with previously successful students (‘viva survivors’). Anxiety about the viva was measured before and after the mentoring experience, using the short form of the State-Trait Anxiety Inventory. There was a significant reduction in anxiety after mentoring, and a significant correlation between anxiety before mentoring and the decrease in anxiety after mentoring. Short-term mentoring is posited as a time- and cost-effective method to decrease viva-related anxiety across disciplines.

Peer mentoring of adults with spinal cord injury: a transformational leadership perspective

Purpose: Drawing from the tenets of transformational leadership theory, the purpose of this study was to examine the nature of effective peer mentoring of adults with a spinal cord injury (SCI) from the perspective of mentees.Methods: The study utilised a qualitative methodology (informed by a social constructionist approach), involving 15 adult mentees with a SCI (mean age = 47.2; mean time since injury = 14.5 years), in which data were obtained via semi-structured interviews.Results: The results revealed that effective mentoring, as used by mentors with SCIs, closely aligns with the core components of transformational leadership. Specifically, all four dimensions of transformational leadership (idealised influence, inspirational motivation, individualised consideration and intellectual stimulation) as displayed by mentors with a SCI were evident in their interactions with mentees. Participants who perceived their mentors to use transformational leadership behaviours reported increases in motivation, self-confidence, hope and overall well-being, relatedness with their mentor, greater comfort/acceptance of their situation, a redefined sense of their limitations, as well as greater engagement in various life pursuits.Conclusions: Displays of transformational leadership by peer mentors (i.e. transformational mentoring) were reported by mentees to be associated with a range of adaptive psychological and behavioural outcomes. The results have the potential to inform the development and dissemination of peer mentor-based interventions and initiatives.Implications for RehabilitationWithin the context of spinal cord injury (SCI) rehabilitation, positive peer mentorship is reflected in mentors’ use of transformational leadership behaviours (idealised influence, inspirational motivation, individualised consideration and intellectual stimulation).When SCI peer mentors use transformational leadership behaviours, mentees report a redefined sense of their limitations, and increased self-confidence, hope, motivation, acceptance, participation and overall well-being.The results of this study have the potential to inform future longitudinal and experimental research concerning the (causal) effects of peer mentoring on mentee outcomes. In particular, research should examine the effects of peer-mentorship training, informed by the tenets of transformational leadership theory, in relation to the mentee outcomes assessed in this qualitative study.

A Community-Based Partnership to Promote Exercise Among Cancer Survivors: Lessons Learned

We conducted a randomized controlled trial in partnership with a community-based organization (CBO) to examine the effects of peer mentoring to promote exercise among cancer survivors. At the end of the trial, to prepare for future program implementation on a larger scale, we obtained input from the CBO on the key elements that influenced the decision to collaborate, facilitators and challenges during the trial, and recommendations for program marketing. Structured telephone interviews were conducted with ten stakeholders at various job levels within the CBO. Notes of the interviews were coded, and themes were extracted independently by two study members. Five themes were identified: costs of the partnership, its benefits, importance of communication, match of the trial goals with the CBO's mission, and achieving a balance between research and job tasks. Techniques to address these themes and improve implementation of the program are described. The themes identified can guide evidence-based programs in planning implementation that involves partnerships with CBOs.

The Effect of Peer Mentoring on the Enhancement of Decision Making Skill among Higher Secondary School Students

This study examined whether peer mentoring is an effective strategy for enhancing children’s Decision Making Skill using the Module on Decision Making Skill (prepared and validated by the investigator). The pretest-posttest non equivalent group design was used for the study. 106 higher secondary school students from a co-educational higher secondary school in Malappuram participated in the study. Five point Likert scale (Decision Making Skill Assessment Scale) was the instrument used to obtain information from the respondents. Mean difference analysis indicated that the mean sores of Experimental and Comparison Groups students’ Decision Making Skill differ significantly. Also Cohen’s Effect size analysis showed that Peer Mentoring strategy has a large effect on enhancing Decision Making Skills of higher secondary school students.