Peer Mentoring Program Research Articles

Understanding the link between alcohol dependence and victimisation risk: Is risk explained by peers or alcohol behaviours?

AbstractBackgroundAlcohol dependence is a risk factor for experiencing victimisation, but little is known about how peer and behavioural mechanisms may explain this relationship.AimsTo test deviant peer association and/or heavy‐episodic drinking frequency as mediators between alcohol dependence and risk for being victimised.MethodsThe Pathways to Desistance data were analysed. Generalised structural equation modelling was used to determine whether either or both of the hypothesised pathways significantly mediated the relationship between alcohol dependence and victimisation.ResultsAlcohol dependence at recruitment (age 14–17) was associated with higher odds of being a victim of some form of violence in Wave 3 (age x–y). This relationship was significantly mediated by deviant peer association but not heavy‐episodic drinking frequency between Waves 2 and 3.ConclusionsThese findings add knowledge about the mechanism of a link between early alcohol dependence and later violent victimisation among young offenders. They suggest that more focus on reducing delinquent peer association, or reducing its impact, is crucial to reducing further harms to these young people, in turn possibly affecting continuing substance use and reoffending risks. Peer mentoring programmes help to provide prosocial modelling and reduce deviant peer ties in some circumstances, and these findings suggest that the next step should be their evaluation specifically among justice‐involved young people with alcohol dependence. Providing additional funding and/or opportunities for involvement in such mentoring programmes may help to reduce the public health and financial costs associated with alcohol dependence in the juvenile justice system.

Design and implementation of a community-based mother-to-mother peer support programme for the follow-up of low birthweight infants in rural western Kenya.

Globally, low birthweight (LBW) infants (<2,500 g) have the highest risk of mortality during the first year of life. Those who survive often have adverse health outcomes. Post-discharge outcomes of LBW infants in impoverished communities in Africa are largely unknown. This paper describes the design and implementation of a mother-to-mother peer training and mentoring programme for the follow-up of LBW infants in rural Kenya. Key informant interviews were conducted with 10 mothers of neonates (infants <28 days) from two rural communities in western Kenya. These data informed the identification of key characteristics required for mother-to-mother peer supporters (peer mothers) following up LBW infants post discharge. Forty potential peer mothers were invited to attend a 5-day training programme that focused on three main themes: supportive care using appropriate communication, identification of severe illness, and recommended care strategies for LBW infants. Sixteen peer mothers were mentored to conduct seven community follow-up visits to each mother-LBW infant pair with fifteen completing all the visits over a 6-month period. A mixed methods approach was used to evaluate the implementation of the programme. Quantitative data of peer mother socio-demographic characteristics, recruitment, and retention was collected. Two post-training focus group discussions were conducted with the peer mothers to explore their experiences of the programme. Descriptive statistics were generated from the quantitative data and the qualitative data was analysed using a thematic framework. The median age of the peer mothers was 26 years (range 21-43). From March-August 2019, each peer mother conducted a median of 28 visits (range 7-77) with fourteen (88%) completing all their assigned follow-up visits. Post training, our interviews suggest that peer mothers felt empowered to promote appropriate infant feeding practices. They gave multiple examples of improved health seeking behaviours as a result of the peer mother training programme. Our peer mother training programme equipped peer mothers with the knowledge and skills for the post-discharge follow-up of LBW infants in this rural community in Kenya. Community-based interventions for LBW infants, delivered by appropriately trained peer mothers, have the potential to address the current gaps in post-discharge care for these infants.

Peer Mentoring: A Case Study in Developing Legislative Advocacy Skills among Social Work Students

Peer mentoring in social work education can be beneficial in developing and promoting legislative advocacy skills among social work students taking foundational social welfare policy courses at both the undergraduate and graduate levels. A descriptive case study is presented of a student peer mentoring project within a social work educational program at a regional comprehensive state university. This study describes the incorporation of a peer mentoring program to assist in promoting legislative advocacy skills among social work students. The project encompasses annual state-level high-impact practice (HIP) legislative advocacy action events across 5 years before and during the global pandemic. This article also seeks to inspire social work educators to embrace peer mentoring as a means to enhance and promote the development of advocacy skills as students find their collective voice and speak up to educate lawmakers on contemporary social problems impacting vulnerable populations.

Health Care Disparities, Social Determinants of Health, and Emotional Impacts in Patients with Ulcerative Colitis: Results from a Global Ulcerative Colitis Narrative Patient Survey.

The Ulcerative Colitis (UC) Narrative global survey assessed aspects of living with UC. This analysis aimed to identify health care disparities, social determinants of health, and emotional impacts related to UC disease management, patient experience, and quality of life. The survey was conducted by The Harris Poll from August 2017 to February 2018 among adults with UC. Responses from 1000 patients in the United States, Canada, Japan, France, and Finland were analyzed based on patient income, employment status, educational level, age, sex, and psychological comorbidities. Odds ratios (ORs) with significant P values (P < .05) from multivariate logistic regression models are reported. Low-income vs high-income patients were less likely to have participated in a peer mentoring (OR, 0.30) or UC education program (OR, 0.51). Patients not employed were less likely to report being in "good/excellent" health (OR, 0.58) than patients employed full time. Patients with low vs high educational levels were less likely to have reached out to patient associations/organizations (OR, 0.59). Patients aged younger than 50 years vs those aged 50 years and older were less likely to have visited an office within an inflammatory bowel disease center/clinic in the past 12 months (OR, 0.53). Males were less likely to be currently seeing their gastroenterologist than females (OR, 0.66). Patients with vs without depression were less likely to agree that UC had made them more resilient (OR, 0.51). Substantial differences in disease management and health care experience were identified, based on categories pertaining to patient demographics and psychological comorbidities, which may help health care providers better understand and advance health equity to improve patient care.

Peer Mentorship with Lewy Body Disease: A protocol for co‐developing and piloting a program for post‐diagnostic support

AbstractBackgroundSocial isolation, loneliness and stigma are some of the most detrimental psychosocial effects of living with dementia, including Lewy Body Disease (LBD). Peer‐to‐peer support between newly diagnosed people living with LBD and more experienced people living with LBD has the potential to reap extremely positive effects for both parties, and their care partners (CP). This presentation will discuss a protocol and the developments of a project to co‐develop a peer mentorship program (PMP) with people living with LBD and their CP.MethodsCo‐design workshops with people living with LBD and their CPs will take place to co‐develop the curriculum for the PMP. The PMP will be delivered via video conference technology. Alongside this, collaborations with volunteer, community and social enterprises will be incorporated into the project design, to maximize shared learnings from other community led peer mentorship programs. Thus far these programs include peer mentorship programs for incarcerated individuals and those living with HIV.ResultsThe PMP is in the design stage and further components of this project are underway to incorporate the lived expertise of those with LBD and their CPs, as well as clinicians to the design. Recruitment of piloting participants for the PMP is expected in the second half of 2022.ConclusionThe PMP will offer guidance for shared experiential learning so that the person living with LBD and their CP will be better educated and equipped to support themselves and each other through the care pathway. The solution offered via the PMP contributes to improving access to information in an affordable way and to becoming integrated into the post‐diagnoses care pathway as an option for social prescribing.

Facilitators and barriers to the transition from registered nurse to nurse practitioner in Canada.

Understanding factors that affect integration of NPs is likely to address barriers and provide reform strategies that shape a cost-effective, sustainable, accessible, and efficient health care system. There are a limited number of current and high-quality studies examining the transition process of registered nurses (RNs) to nurse practitioners (NPs), especially in Canada. To explore the experiences of RNs transitioning to NPs in Canada. Thematic analysis of audio-recorded semi-structured interviews was conducted to explore the experiences of 17 RNs as they transitioned to NPs. A purposive sampling of 17 participants was completed in 2022. Six main themes emerged from analysis of 17 interviews. The content of themes varied according to NPs' years of experience and the NP school they attended. Peer support and mentorship programs were facilitators in the transition from RN to NP. Conversely, shortcomings in education, financial stressors, and the lack of NP role definition were seen as barriers. Legislation and regulations supportive of NPs, diverse and comprehensive education, and improved availability of mentorship programs may strengthen transition facilitators and help NPs overcome related barriers. Legislation and regulations supportive of the NP role are needed, focusing on defining the NP role and establishing an independent and consistent remuneration structure for NPs. A more in-depth and diversified educational curriculum is needed, with increased support from faculty and educators and continual encouragement of initiation and perpetuation of peer support. A mentorship program is beneficial to reduce transition shock from the role of the RN to the NP.

Facilitated Peer Mentorship for Women Internal Medicine Residents: An Early Intervention to Address Gender Disparities.

A gender gap persists in academic medicine, most clearly demonstrated in disparities in advancement in rank and leadership roles. Though the number of women entering medicine has been steadily rising for decades, the number of women in prominent positions such as medical school deans, full professors, and department chairs remains low.1 One potential solution to address this continued gender disparity has been intentional mentorship and sponsorship for women trainees and junior faculty.Past literature has suggested that newer mentorship models, unique from the traditional mentorship dyad, may be more effective for women.2 Multiple mentoring or peer mentorship models allow for increased collaboration and can foster a sense of community. We hypothesized that facilitated peer mentorship (pairing multiple mentees with senior group facilitators) may benefit residents by fostering community building and collaboration with their peers, in addition to receiving guidance and mentorship from senior faculty. Additionally, this mentorship model allows for flexibility in terms of time commitment and engagement at different times in the academic year, which may align well with resident schedules. While successful use of these novel mentorship models has been previously described for women faculty,3 there is a paucity of literature about their use at the resident level.We developed a faculty-facilitated peer mentorship program for the women residents in our internal medicine residency program and women faculty volunteers from our department's Clinical Excellence Society (which recognizes well-established, respected clinicians in our department). We recognize the nonbinary nature of gender identity; for the purpose of this program, all residents identifying with she/her pronouns were invited to participate. Groups of 4 to 5 residents (categorical, primary care, medicine-pediatrics, and transitional) were paired with 2 faculty facilitators. Resident groups were intentionally composed of individuals in differing years of training (postgraduate year [PGY]-1 to PGY-4). Residents were paired with at least one faculty member with a similar clinical interest (ie, a future career in hematology) or an interest outside the hospital (ie, balancing parenting and a career in medicine).Mentoring groups were asked to meet 4 times over the course of the academic year; the logistics of scheduling were managed by the group facilitators with reminder emails from the program organizer quarterly. A general curriculum was provided to group facilitators for each meeting, with an identified topic and related resources or activities. Topics included developing your professional mission statement, strategies for work-life integration, finding a research mentor, and navigating transitions within academic medicine and becoming a leader.A total of 24 residents and 10 faculty participated in this new mentoring pilot. Faculty and residents were surveyed at the end of the year to assess their experience in the program: 63% (15 of 24) of residents and 80% (8 of 10) of faculty who participated in the program responded to the survey. The majority of resident respondents (86%, 12 of 14) found the program helpful, and 93% (13 of 14) would recommend participation in the program to their peers. Residents attended between 0 and 4 of the peer mentoring sessions, with roughly half (53%, 8 of 15) attending 2 or more. Both faculty and residents found scheduling to be the biggest challenge. Residents and faculty thought that several of our original program objectives were achieved (Figure) and found the topics discussed at each session to be relevant to residents (finding a research mentor was identified as the least relevant). All of faculty respondents (100%) found participation in this program to be professionally fulfilling, and all (100%) would recommend participation to their peers.Robust mentorship is key to success within academic medicine. Developing effective mentorship models is critically important for women early in their careers as a means to address the gender gap in academic medicine. This faculty-facilitated peer mentorship model was well received and perceived as effective by both faculty and residents.The authors would like to thank the residents and faculty who participated in this pilot program and who offered their feedback to improve future iterations.

Matching by value congruence for high-quality mentoring: evidence from a student peer mentoring program

ABSTRACT University mentoring programs are often implemented as an instrument to support students’ personal development and successful transition to university. Scholars and practitioners alike emphasize the importance of matching for high-quality peer mentoring. However, mentoring theory and research lacks specificity regarding relevant characteristics and type of fit, as well as predictive power, as fit between mentors and protégés is often conceptualized as subjective perception of a conglomerate of various characteristics. In the present study, we address these issues by examining the extent to which deep-level similarity between mentors’ and protégés’ personal values (i.e. conservation, self-transcendence, openness to change, self-enhancement) predicts high-quality mentoring relationships in terms of protégés’ learning and growth and willingness to mentor 12 months later through role modeling. We tested the proposed mediation model in a prospective three-wave field study, using polynomial regression analyses and response surface analysis in a sample of 149 mentor-protégé dyads in a formal peer mentoring program at a German university. Results show that the impact of deep-level value congruence on the mentoring process varied depending on the value dimension, revealing self-enhancement as a key dimension. In this regard, deep-level congruence in self-enhancement values – independently rated prior to the mentoring relationship – positively predicted protégé’s learning and growth and willingness to mentor in the future through role modeling support. The implications of these findings, especially for the matching process, are discussed.

Learning the rules of the game: how health and social care students learn to learn.

British Journal of NursingVol. 32, No. 9 RegularsLearning the rules of the game: how health and social care students learn to learnKate H Knight, Karen Wright, Victoria Whaley, Debbie Roberts, Rob Monks, Juliet Borwell, Amanda Garrow, Jacqueline Leigh, Amanda Kenny, Rebecca Bailey-McHaleKate H Knight(E-mail Address: [email protected])Head of Practice Learning, Faculty of Health, Medicine and Society, University of Chester, ChesterSearch for more papers by this author, Karen WrightProfessor of Nursing, School of Nursing, University of Central Lancashire, PrestonSearch for more papers by this author, Victoria WhaleyDeputy Director, Practice Learning, Faculty of Health, Medicine and Society, University of Chester, ChesterSearch for more papers by this author, Debbie RobertsDirector of Simulation, Faculty of Health Studies, University of Bradford, BradfordSearch for more papers by this author, Rob MonksAssociated Head of Adult Nursing and Primary Care, Faculty of Health, Social Care and Medicine, Edge Hill University, OrmskirkSearch for more papers by this author, Juliet BorwellProgramme Lead for Practice Learning, Health Education England (South East), WinchesterSearch for more papers by this author, Amanda GarrowProgramme Lead – MSc Pre-Registration Nursing, School of Nursing and Allied Health, Liverpool John Moores University, LiverpoolSearch for more papers by this author, Jacqueline LeighProfessor and Director of Nursing and Midwifery Education, Faculty of Health, Social Care and Medicine, Edge Hill University, OrmskirkSearch for more papers by this author, Amanda KennyProfessor Emerita, La Trobe University, Bendigo, Victoria, Australia, and Visiting Professor, University of Lincoln, LincolnSearch for more papers by this author, Rebecca Bailey-McHaleDeputy Head of Practice Learning, Faculty of Health, Medicine and Society, University of Chester, ChesterSearch for more papers by this authorKate H Knight; Karen Wright; Victoria Whaley; Debbie Roberts; Rob Monks; Juliet Borwell; Amanda Garrow; Jacqueline Leigh; Amanda Kenny; Rebecca Bailey-McHalePublished Online:12 May 2023https://doi.org/10.12968/bjon.2023.32.9.404AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Duchscher JE. 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Considerations for Designing and Implementing a First-Generation College Student Peer Mentoring Program

ABSTRACT Despite multiple obstacles, first-generation college students (FGCS) can transition to and persist throughout higher education successfully. Prior literature emphasizes the importance of supporting diverse students in relationship-rich, learner-centered educational environments. This reflective manuscript describes the development and implementation of a strengths-based peer mentoring program in which FGCS supported each other’s success. First-year FGCS were matched with peer mentors, who met regularly and participated in monthly programming designed to foster reflection and development of strategies for success in college. Challenges and lessons learned are discussed in conjunction with feedback from program participants to inform future FCGS peer mentoring programs.

The NEURON Program: Utilizing Low-Cost Neuroscience for Remote Education Outreach.

The NEURON initiative (Neuroscience Education in Undergraduate Research, Outreach, and Networking) is a free program engaging first year students, including underrepresented minority (URM) students in Neuroscience and Cognitive Science (NSCS) at the University of Arizona (UA). The NEURON program builds on former Grass Foundation-sponsored workshops run by Dr. Ricoy (2010-2019) implementing hands-on and culturally responsive active learning curriculum with low-cost equipment from Backyard Brains to increase student retention of URM students in the sciences at Hispanic Serving Institutions (HSI). We present the implementation of the NEURON program at the onset of the COVID pandemic. Combining best practices of distance learning and peer mentoring, we conducted three-week projects exploring principles of neuroscience and neurophysiology. Enrollment and demographic data from NSCS at the UA demonstrate historical disenfranchisement and program attrition primarily impacting URM students. As an extension on previous URM peer mentorship programs in Neuroscience (Ricoy, presentation at Northern New Mexico College Research Symposium, 2010, 2011; presentation at Society for Advancement of Chicanos/Hispanics and Native Americas in Science, 2012), we leveraged low-cost equipment and remote sessions to advance the community of undergraduate mentors and pair with high school mentees on hands-on curriculum. Throughout the program, undergraduate mentors received guidance while crafting and delivering four laboratory lessons to mentees. By coordinating with a Title I school, we better connected with historically underserved students. Critical to this program was providing hands-on opportunities to students who were undergoing distance-based learning during the pandemic. Distribution of equipment allowed high school students to experiment remotely, guided by undergraduate mentors. The NEURON program met its objectives of fostering both mentors and mentees as burgeoning scientists.

Supporting Autistic College Students: Examining the Mentoring, Organization and Social Support for Autism Inclusion on Campus (MOSSAIC) Program.

Recent trends suggest that autistic young adults are increasingly accessing postsecondary education than in years past. However, these students often face unique challenges that negatively impact their college experience resulting in high dropout. The Mentoring, Organization and Social Support for Autism Inclusion on Campus (MOSSAIC) Program is a peer-mentorship college transition program intended to support autistic students with executive functioning, social, and self-advocacy skills. This study investigated the experiences of 13 autistic mentees and 12 non-autistic mentors enrolled in the MOSSAIC program. Program feedback was collected using semi-structured interviews in order to understand student experiences, highlight benefits, and identify areas of improvement. Participants reported a general positive experience and improved skills in the domains of socialization, executive functioning, academic performance, and professional development. The most common suggestion for the program was the inclusion of autistic peer mentors. Mentees noted difficulty relating with non-autistic peers and feeling burdened with the need to educate their mentor on how to support autistic adults. These data provide valuable insight into how colleges can better improve support for autistic college students to ensure postsecondary success. Future peer mentorship programs should consider recruiting neurodiverse mentors from diverse backgrounds to improve congruence between mentor and mentee identities.

MentorOn: A peer mentoring program developed for COVID-19 times.

Burgeoning research has documented COVID-19's detrimental impacts globally, especially on the lives of adolescents. The present study examined the positive influences of a virtual, cross-age peer mentoring program on the development of adolescent participants in the face of the hardships created by the pandemic. In particular, this study focuses on the experiences of high school participants who served as both mentors and mentees in the program. Semi-structured interviews with participating high schoolers (n = 13) were coded and analyzed using the thematic analysis process. The interview data indicated that increased social support, the agency in prosocial pursuits, and greater purpose engagement resulted from their participation in the program. Results are discussed in the context of self-determination theory: youths' needs for relatedness, competence, and autonomy. The program met these basic needs among participants which in turn supported purpose exploration during the pandemic.

Abstract P388: Assessment of a Tailored Peer Mentoring Program Among Medicare Advantage Members With Hypertension

Introduction: Disparities in access to care coupled with chronic conditions that represent 70% of healthcare spending, highlight the importance of accessible support beyond in-person primary care. In this study, we assessed the feasibility of a virtual peer mentoring program, in which individuals who have successfully managed to live with hypertension serve as peer mentors to individuals with the same condition. We measured clinical improvement through possible blood pressure (BP) reductions as well as program engagement and satisfaction among study participants. Methods: The study consisted of 451 participants enrolled in a Medicare Advantage plan with hypertension and/or a recent systolic BP reading ≥140 mmHg. Participants were matched with a peer mentor and provided with virtual one-on-one engagement based on their hypertension management challenges. The program was defined as feasible if the average monthly engagement rate over the 6-month study period was at least 70%. A one-sample proportion test was used to determine feasibility and the Wilcoxon signed rank test assessed changes in BP between the first month and the sixth month after enrollment. Descriptive statistics were generated from the exit survey upon program completion. Results: The average monthly engagement rate was greater than 70% (p &lt; 0.001), indicating program feasibility. 116 individuals (25.7%) had a baseline systolic BP ≥ 140 mmHg, or diastolic BP ≥ 90 mmHg with both first and sixth month BP data. In this cohort, we found statistically significant median reductions in systolic BP &gt;5 mmHg (-7.5 mmHg; p=0.003) as well as diastolic BP (-3.9 mmHg; p&lt;0.001). The program received high satisfaction with a net promoter score of 79. Conclusion: This study showed a virtual peer mentoring program for individuals with hypertension is feasible. Both systolic and diastolic BP improved in the peer-matched group suggesting a beneficial intervention. In addition, the exit survey responses indicated satisfactory and positive experiences in this peer mentoring program.

Higher education peer mentoring programme to promote student community using Mobile Device Applications

This paper presents an Italian peer mentoring programme implemented by second year undergraduate students (peer mentors) to support first years (mentees). The aim of the peer mentoring was to promote student community building and endorse active learning. We recruited 19 mentors and 32 mentees into the programme. Data was extracted through the use of semi-structed questionnaires, which were exposed to qualitative analysis. Peer mentors decided to implement their peer mentoring activities using Mobile Device Applications [MDA]. A qualitative content analysis was employed to evaluate student’s perception. Our findings suggest that students were satisfied with the adoption of MDA to foster active learning for, and community building between, undergraduate students. However, participants have highlighted criticisms and improvements.&#x0D;

Keep adult learners connected to campus with peer mentoring program

Kathy Cavanaugh, Education Program Coordinator for Continuing Education at Pennsylvania State University, Berks, attended community college straight out of high school, earning an associate degree in film production, then worked in the film industry in Los Angeles and New York for several years. Then, after having children, she got a part‐time job at Penn State.

Peer Mentoring: Benefits to First-Time College Students and Their Peer Mentors

The experiences of first-year, first-time college students are impacted by a variety of challenges that pose a threat to student success and retention. One intervention universities are implementing to address these challenges are peer mentorship programs. While the benefits to first-time students of peer mentorship programs are well-researched, there is a lack of research on the benefits for mentors themselves. The purpose of this study was to examine the perceived and demonstrable benefits for peer mentors working within a first-year seminar. This mixed-methods study assessed both first-time student achievement outcomes (i.e., first-term GPA and one-year persistence; N = 7,154) as well as the professional and personal development benefits of peer mentors (n = 52). Results showed first-time students who participated in the peer mentor program had significantly higher student achievement and peer mentors themselves had increased academic self-efficacy, improved communication, leadership, and interpersonal presence, and strengthened social and professional networks.

Implementation of a Technology-Enhanced Peer Mentor Referral System for First-Year University Students.

The online version contains supplementary material available at 10.1007/s41347-023-00303-8.

Development and implementation of a novel peer mentoring program for undergraduate nursing students.

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. 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. 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. 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.

Peer mentoring for smoking cessation in public housing: A mixed-methods study.

Tobacco use disproportionately affects low-income African American communities. The recent public housing smoke-free policy has increased the demand for effective smoking cessation services and programs in such settings. This mixed-method pilot study explored feasibility and potential impact of a peer-mentoring program for smoking cessation in a public housing unit. The quantitative study used a quasi-experimental design while qualitative data were collected via focus group discussions with peer mentors and participants. Three residents of the public housing complex were trained as peer mentors. Each peer mentor recruited up to 10 smokers in the residence and provided them individual support for 12 weeks. All participants were offered Nicotine Replacement Therapy (NRT). A follow-up investigation was conducted 3 months after completion of the 12-week intervention. At baseline and follow-up, the participants' smoking status was measured using self-report and was verified using exhaled carbon monoxide (eCO) monitoring. The intervention group was composed of 30 current smokers who received the peer-mentoring intervention. The control group was composed of 14 individuals. Overall mean eCO levels dropped from 26 ppm (SD 19.0) at baseline to 12 (SD 6.0) at follow-up (P < 0.01). Participants who were enrolled in our program were more likely to have non-smoking eCO levels (<7 ppm) at follow-up (23.3%) compared to those who did not enroll (14.3%). Our program is feasible for low-income predominantly African American communities. Using peers as mentors may be helpful in providing services for hard-to-reach populations. Given the non-randomized design of our study, randomized trials are needed to test the efficacy of our program in the future.