Peer Mentoring Research Articles

Mental health literacy training for college female peer mentors: a pilot study

PurposeThe purpose of this pilot study was to evaluate an online mental health literacy training program for college female mentors.Design/methodology/approachUndergraduate female participants (n = 10) completed in asynchronous mental health literacy training. Participants completed the Heads Up Checkup (HCU) and mental health literacy scale (MHLS). Participant usage data were collected for the training course and analyzed using means and standard deviations. Qualitative data were analyzed by axial coding and thematic categorization.FindingsThe mean MHLS score, based on mean (M) and standard deviation (SD), was high for the participants (M = 145.69, SD = 8.41). Six qualitative themes from the training effectiveness feedback were used: (1) help-seeking, (2) stress management, (3) tailored guidance to resources, (4) understanding warning signs, (5) body image awareness and (6) engaging with mentees.Research limitations/implicationsThere are a few limitations to this study including the small sample size, unrestricted time frame for completion of the asynchronous training and the need for long-term follow-up of the intervention effects.Practical implicationsThis pilot study provides initial support for the mental health literacy training program when implemented with undergraduate females.Social implicationsGiven inadequate mental health literacy in college females regarding such topics, continually training undergraduates about these warning signs is necessary. Future research could consider implementing this program with all gender identities, various age groups and in both synchronous and asynchronous modalities. This program could also be replicated using a pre- and post-test design to evaluate direct impact of the training on outcome variables.Originality/valueAll the participants discussed how the training prepared them in aiding mentees in help-seeking and identifying appropriate mental health resources. Participants also indicated how the training enabled personal and others-oriented stress management, which supports a mental health literacy training program that reduced stress in medical students.

Novel Collaborations Across Training Programs to Support Mentoring in Sex Differences Research.

There is a critical need to develop a capable and well-trained workforce dedicated to the systematic study of sex differences and examination of sex as a biological variable. Through the support of the Office of Research on Women's Health and partner National Institute of Health centers, the Specialized Centers of Research Excellence (SCORE) on Sex Differences Career Enhancement Cores (CECs) were established to help address this need. We describe the integration of the Medical University of South Carolina SCORE CEC with other National Institutes of Health (NIH)-funded and institutional training programs to promote training synergies, share resources, and enhance mentorship opportunities. Benefits of developing an intrainstitutional training platform have included facilitating cross-disciplinary interactions, encouragement of peer mentorship, and reduced burden on training program leadership.

Peer mentoring by university students teaching underprivileged youth– towards a sustainable model in India

Peer mentoring by university students teaching underprivileged youth– towards a sustainable model in India

Experiences of older vulnerable people with ischemic heart disease and their peer mentors: a qualitative process evaluation

Abstract Funding Acknowledgements Type of funding sources: Foundation. Main funding source(s): VELUX FONDEN Background Peer-mentoring is a low-cost intervention with the potential of improving self-efficacy and cardiac rehabilitation attendance among older vulnerable patients with cardiovascular disease. The present study is part of an ongoing research program, developing and testing the feasibility of a 24-week peer-mentor intervention. Objectives The objective was to understand the content and context of the realized peer-mentor intervention, and to explore how mentors and mentees experienced the intervention. Methods The study was designed as a qualitative process evaluation. Semi-structured individual interviews were conducted in a purposeful sample of mentees (n=13), and peer-mentors (n=12), and thematic analysis was used to analyse, categorize, and interpret interview data. Results Five themes captured the content and context of the peer-mentor intervention as experienced by peer-mentors and mentees. ‘Takes one to know one’, stressing the importance of the mentor-mentee matching process; ‘Varying demand for mentors’, illustrating the difficulties in predicting who has the greatest need for mentoring; ‘Varying degree of familiarity’, describing the mentor-mentee relationship as a continuum from formal mentor to informal friend; ‘Putting the patient first’, illustrating how mentors support mentees based on their personal experiences of successful recovery while letting the mentee set the pace and goals; and ‘Varying view of success’, showing how intervention success is perceived differently by mentors and mentees. Conclusions The study provides new knowledge on how and under what circumstances a mentor intervention works. These findings are important to the implementation of future peer-mentor interventions to achieve successful peer-mentor support and improve cardiac rehabilitation attendance among older vulnerable patients with ischemic heart disease.

Pilot testing the SUCCESS peer mentoring program for students with concussion: the role of personas in mobile technology development

Purpose College students with concussion experience academic, cognitive and psychosocial challenges, yet frequently lack supports necessary for successful reintegration into school. Success in College after Concussion with Effective Student Supports (SUCCESS) is a virtual peer mentoring program designed to provide education, support and connection through a mobile application. The purpose of this study was to describe use of personas as components of mobile app development and conduct preliminary testing of SUCCESS using personas. Methods Personas were developed from case studies and portrayed by college students trained as fictitious mentees. Mentors were blinded to use of personas. Eleven mentors completed measures pre and post a 4-week mentoring cycle. Mentors and personas interacted in the app via chat, video calls and sharing of educational materials. Measures included the Post-Concussion Symptom Scale (PCSS); PROMIS Self-Efficacy; Depression, Anxiety and Stress Scale (DASS); and a series of focus groups. Results Mentors suggested improvements to resolve instability of video calls, expand educational materials to address psychosocial functioning, and add structure to the mentoring relationship. Some preferences around communication, like groups chats and emoji keyboards, were not able to be addressed. As expected, PCSS scores were stable. DASS score (p = .04), especially depression (p = .03), decreased. PROMIS scores showed a trend towards growth (p = .057), although were not statistically significant. Conclusions Use of personas allowed technical challenges and program refinements to be addressed before including students with subacute concussion in testing. Although continued development will address enhancement of communication modalities preferred by students, future efficacy testing of SUCCESS is warranted.

Health research mentorship in low- and middle-income countries: a scoping review.

The objective of this scoping review was to explore and synthesize the available literature on health research mentorship in low- and middle-income countries (LMICs). Research mentorship is broadly considered a useful strategy to improve research capacities and research outputs. Existing literature and guidance on research mentorship have focused on high-income countries and assumed resource-rich environments. Despite the successful endeavors to improve health research capacity in LMICs, the strategies that work best under different circumstances are poorly understood. There is a need to map and understand the evidence on health research mentorship in the context of LMICs. Sources that reported existing practices, barriers, and mitigation strategies related to health research mentorship in LMICs were included. We searched for published and unpublished studies and reports written in English, Spanish, or Portuguese. The search strategy was not limited by search dates and the last search was conducted on January 28, 2022. The databases searched included MEDLINE (PubMed), Embase, Web of Science Core Collection, CINAHL (EBSCOhost), Cochrane Database of Systematic Reviews, and JBI Evidence Synthesis. We also searched for gray literature in a selection of websites and digital repositories. The JBI scoping review methodology was used. A total of 77 studies and reports were included in the review. The majority of the papers were from Africa (n=28). Others were from Americas (n=7), South East Asia (n=4), East Mediterranean (n=2), and Western Pacific (n=2). The remaining studies were from LMICs that included at least two regional offices. Most of the mentorship projects (n=55) were initiated and funded by institutions from high-income countries. The first authors of 41 papers were primarily affiliated from LMICs. The findings were categorized under a description of research mentorship practices, barriers related to research mentorship, and suggested mitigation strategies. Deliverable-driven training using intensive hands-on mentorship and ongoing peer mentorship programs were some of the non-regular, non-institutionalized approaches used to improve research capacity for junior researchers in LMICs. None of the included papers focused on institutional components of research mentorship in LMICs. The barriers to research mentorship activities in LMICs included lack of clarity on mentorship, cultural variations, unbalanced power dynamics, socio-political influences, language barriers, lack of experienced mentors, and limited local funding. Institutionalizing research mentorship, adapting mentoring methodologies relying on local resources, and addressing and respecting diversity in mentorship programs were among the main strategies identified to effectively implement research mentorship in LMICs. Research mentorship initiatives and practices are limited in LMICs. Few available practices are introduced by researchers and research institutions from high-income countries and yet not institutionalized. The identified existing practices, barriers, and facilitators on health research mentorship could help the design, implementation, and evaluation of programs to institutionalize health research mentorship in LMICs. Open Science Framework: https://osf.io/jqa9z/.

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.

Preventing Teen Pregnancy: A Qualitative Study of the Perspectives of Parenting and Expecting Latino Adolescents

Latino youths in the US experience disproportionately high rates of teen pregnancy. The study aim was to obtain expecting and parenting Latino adolescents' perspectives regarding factors contributing to teen pregnancy and pregnancy prevention. Expecting/parenting Latino adolescents were recruited from high schools with high proportions of Latino youths and teen pregnancy. Participants completed a questionnaire on sociodemographic and background characteristics. Focus groups were stratified by age and gender and audio-recorded. Grounded theory was used to identify themes from the transcribed audio recordings. Thirty-two expecting/parenting Latino adolescents (20 females, 12 males) 14 to 19 years old participated in four focus groups. Quantitative results revealed that 2/3 of participants at birth had adolescent mothers. Over ¾ of participants reported their pregnancies had occurred too soon. Qualitative themes for factors contributing to teen pregnancy included lack of contraceptive knowledge/access, belief of invincibility, influence within relationships, male decisions on contraceptive use, desire to belong among peers, lack of parental support for contraceptive use, lack of parental attention, rebellion, normalization of adolescent parenthood in Latino culture, and media. Themes for pregnancy-prevention include time alone with physicians, parenting teens as mentors, and reproductive health education, and community pregnancy-prevention programs. Multiple factors contribute to teen pregnancy in Latino youth, including influences from Latino culture, family, peers, partners, and social determinants of health. Pregnancy prevention should incorporate interventions to address these aspects, including disseminating culturally sensitive education materials, providing parenting teens as peer mentors, encouraging time alone with healthcare providers, and addressing various social determinants of health.

The Sohanjana Antibullying Intervention: Pilot Results of a Peer-Training Module in Pakistan

Although comprehensive school-wide interventions targeting bullying have proven effective, many schools, particularly those in low-to-middle income countries like Pakistan, lack the necessary resources to implement them. As a result, implementing cost-effective antibullying bystander programs that train students to become peer advocates is a promising approach for intervening in bullying incidents. Peer training in antibullying intervention involves training students to take on leadership roles and advocate for antibullying initiatives within their school communities. The aim of this study was to design, implement, and evaluate a peer-training module that was subsequently implemented in four schools (N = 38, boys = 26, girls = 12) in Pakistan. The aim was to raise awareness and prepare a team of peer mentors to effectively implement antibullying policies in educational institutions. Pre-post tests and participant feedback were used to evaluate the effectiveness of the peer-training program in increasing knowledge and awareness of bullying and the role of bystanders among trained peer mentors. To determine the impact of the peer mentor training on improving the school environment, data were also collected from students (N = 219, boys = 152, girls = 67) before and after the implementation of the program. The pilot implementation of the peer-training module was considered successful, indicating that the training was effective in improving the knowledge of peer mentors and could be used in a similar way in future cases. The results also showed a significant improvement in the development of prosocial bystanders. However, although improvements were observed in other aspects of the school environment, these did not reach statistical significance. The discussion section includes recommendations and explanations for differences based on gender and urban–rural factors. Suggestions are also made to improve the results for future applications.

Learning by facilitating: A project-based interdisciplinary approach

Teamwork skills are an important part of business school curriculum typically taught using project-based experiential methods. This paper presents best practices for teaching teamwork skills to Gen Z students using a project-based learning, peer mentoring approach. With experiential learning theory as a guide, an interdisciplinary process was developed between an introductory programming course and a capstone business project management course to improve experiential learning and overcome issues like the free-rider problem. The opinions and sentiments of peer mentors were examined using text analysis and sentiment analysis. Peer mentoring between two interdisciplinary courses was found to reduce the free-rider problem and was beneficial for both classes.

Peer Tutoring Learning Strategies in Mathematics Subjects: Systematic Literature Review

<p style="margin-left:-5pt; text-align:justify">The peer tutoring approach is a student-cantered teaching method in which students learn in pairs with teacher supervision. The study discussed in this paper is a systematic literature review related to the effectiveness of peer tutoring approaches which has been published within the last 5 years. A complete text analysis was conducted using 20 research papers stating the impact of the peer mentoring approach for this writing. Among the things obtained from previous studies are the variety of ways to implement peer tutoring approach, the impact on 3 aspects in students which are mathematical achievement, social skills and cognitive skills and the teaching theories used. The findings of the study indicate that most past studies used quantitative research methods with the concept of age peer approach. Then, constructivism theory was the most frequently applied with a sample of high school students. In conclusion, this systematic literature review shows that the peer tutoring approach in mathematics education has many benefits in various aspects and needs to be extended to improve the quality of education.</p>

Piloting a Library-Led Online Academic Skills Orientation Program

In August 2021, we piloted an online academic skills orientation program for incoming undergraduate and graduate students. The program featured a range of synchronous online sessions that provided students an opportunity to learn from librarians, learning specialists, peer mentors, professors, academic advisors and other campus partners during presentations, panels and Q&As. The program was attended by 548 unique students with overall workshop attendance totaling 1310 over a four-day period. Due to the success of the 2021 pilot, we ran another iteration of the program in August 2022, which included both online and in-person elements. The three-day online program was attended by 309 unique students with overall workshop attendance totaling 1084 while the one day in-person program was attended by 37 students. Approximately 8% and 20% of program attendees completed program surveys in 2021 and 2022 respectively. While the low response rates make it difficult to generalize about the data, feedback overall was positive, with most respondents indicating that they found the experience to be valuable. We conclude by encouraging other libraries to consider the role that they play in familiarizing students with university supports and services and to take a leading role if such programming is not currently in place at their institution.

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.

Pediatric nursing students’ self-efficacy regarding medication administration and clinical comfort and worry: A pre-posttest comparative study of nurse mentoring versus peer mentoring

AimThis study aimed to examine the effect of mentoring practice by graduate nursing students and clinical nurses on students’ self-efficacy in pediatric medication administration, clinical comfort and worry levels of students taking pediatric nursing courses. BackgroundChildren are a highly sensitive group against medication administration errors. Improving the self-efficacy of student nurses who will work with this group toward medication administration is essential. Mentoring programs can increase students’ skills and self-efficacy by reducing their stress levels during clinical practice. DesignThe research is a two-group pretest-posttest randomized controlled experimental research design. SettingsThe study was conducted in the pediatric units of a training and research hospital located in the Western Black Sea region of Turkey between October 1, 2022 and December 30, 2022, as part of the clinical practice of the Pediatric Nursing course in the fall semester of 2022–2023. ParticipantsThe study sample consisted of 143 students (peer mentoring group=73, nurse mentoring group=70) who were 3rd-year students taking the pediatric nursing course. MethodsParticipant information form, Medication Administration Self-Efficacy Scale in Children for Nursing Students (MASSCNS) and Pediatric Nursing Students Clinical Comfort and Worry Tool (PNSCCWT) were administered to the students before the clinical practice. Then, the groups received mentoring practice in the clinical practice area for 14 weeks. At the end of the practice, MASSCNS and PNSCCWT were administered to the students again. ResultsThe groups were homogeneously distributed when compared according to descriptive characteristics (p > 0.05). The self-efficacy scores of the students in both groups after clinical practice were significantly different from those before clinical practice (tnurse=-4.724, pnurse=0.000 <0.05; tpeer=−3.742, ppeer=0.001 <0.05). ConclusionsThis study’s results indicate that nurse mentoring and peer mentoring effectively increase nursing students’ self-efficacy during pediatric clinical practice. While nurse mentors decreased students’ worry, peer mentors increased students’ clinical comfort levels.

Exploring the Impact of Peer Mentoring on Computer-Supported Collaborative Learning among Undergraduate Students

Exploring the Impact of Peer Mentoring on Computer-Supported Collaborative Learning among Undergraduate Students

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.

ACADEMIC AND ADAPTATION DIFFICULTIES OF MEDICAL STUDENTS WITH LOW ACADEMIC ACHIEVEMENT IN THE FIRST TWO YEARS

Background: Academic difficulties and lack of adaptation ability of students to their educational environment are often encountered in the early period of their education, including for those enrolled in medical faculties. The academic difficulties encountered could be reflected in the low academic achievement of students. This study aimed to explore the academic difficulties and adaptation processes of students with low academic achievement (GPA &lt;2.50) in the first two years at the Faculty of Medicine, University of Pattimura (UNPATTI), Ambon.Methods: This study used a qualitative method involving 23 informants from the first and second year at the Faculty of Medicine UNPATTI who had low academic achievement (GPA &lt;2.50). Data were collected from March to April 2022 using Focus Group Discussion (FGD) and in-depth interviews (IDI) techniques. Data analysis was performed using the thematic analysis method based on the research objectives.Results: This study shows that the academic difficulties of first-two-year students with low academic achievement are influenced by several factors, including the transition from school to university, tight scheduling, difficulty in understanding lecture material, and the online lecture system due to the COVID-19 pandemic occurred since 2020. These difficulties were also exacerbated by student attitudes, family influence, and the socio-economic environment.Conclusion: It is necessary to identify students who experience academic difficulties as early as possible. This will help educational institutions assist them, including by strengthening the role of academic supervisors and peer mentors for students in need.

BIPOC Student Leaders in Predominantly White Institutions: Who They Work With, Who They Work For, and Why Their Work is Needed

Abstract: This study explored the experiences of undergraduate BIPOC students in leadership education and development programs at two predominantly white institutions of higher education. Informed by interpretative phenomenological analysis, interviews with 36 students in various leadership roles (including residence life, peer mentoring, student government, and cultural organizations) demonstrated how values of community, collaboration, and justice guide their perspectives and commitments regarding leadership. Implications for research and practice to create better support structures for BIPOC student leaders are offered.

Priorities for peer support delivery among adults living with chronic kidney disease: a patient-oriented consensus workshop.

Peer support can address the informational and emotional needs of people living with chronic kidney disease (CKD) and enable self-management. We aimed to identify preferences and priorities for content, format and processes of peer support delivery for patients with non-dialysis CKD and their loved ones. Using a patient-oriented research approach, we conducted a half-day, virtual consensus workshop with stakeholder participants from across Canada, including patients, caregivers, peer mentors and clinicians. Using personas (fictional characters), participants discussed and voted on preferences for delivery of peer support across format, content and process categories. We analyzed transcripts from small- and large-group discussions inductively using content analysis. Twenty-one stakeholders, including 9 patients and 4 caregivers, participated in the workshop. In the voting exercise on format, participants prioritized peer mentor matching, programming for both patients and caregivers, and flexible scheduling. For content, participants prioritized informational and emotional support focus, and for process, they prioritized leveraging kidney care programs and alternative sources (e.g., social media) for promotion and referral. Analysis of workshop transcripts complemented prioritization results and emphasized tailoring of peer support delivery to accommodate the diversity of people living with CKD and their support needs. This concept was elaborated in 3 themes, namely alignment of program features with needs, inclusive peer support options and multiple access points. We identified preferences for peer support delivery for people living with CKD and underscore the importance of tailored, flexible programming in this context. Findings could be used to develop, adapt or study CKD-focused peer support interventions.