Peer Mentoring Research Articles

Examining graduate student perspectives on supervision and peer mentoring across four professional faculties

Purpose The purpose of the study was to examine graduate student perspectives on the common and unique roles peer mentors and supervisors play in supporting student success and wellbeing during their program. Design/methodology/approach A qualitative research design involving semistructured interviews with 62 thesis-based masters and doctoral students from four professional faculties, Education, Medicine, Nursing and Social Work, at a large public research-intensive university in Canada. Findings Findings transcend the four disciplines of study. Communities of support are described that involve both supervisors and peers in combination, clusters of meaning by supervisory paradigm are identified and original findings presented that expand upon the learning alliance framework by explicitly considering the role of peer mentors in graduate student success. Research limitations/implications While supervisors bear primary responsibility for fostering effective research-based relationships, this study’s findings strengthen the argument that mentoring and advising of graduate students is most effective when conducted within a collaborative community of support that involves learning alliances among faculty, peers, program staff and academic leaders across the institution. Practical implications A four-pronged approach to graduate education that emphasizes the collective responsibility of institutions, programs, supervisors and students in creating a supportive ecosystem for holistic graduate student academic success and wellbeing is recommended. Social implications Key argument that it is essential to embrace a collaborative and community of support mindset, where multiple stakeholders actively contribute to the wellbeing and academic development of graduate students throughout their programs. Originality/value A cross-disciplinary perspective is offered on the importance of both supervisors and peers in assisting thesis-based graduate students to successfully navigate academic, social and personal journeys through graduate school.

The Value of Peer Mentoring: Transforming the First-Year Medical Student Experience [Letter

The Value of Peer Mentoring: Transforming the First-Year Medical Student Experience [Letter

There Is More to Life Than Walking: A Qualitative Study of Survivorship Among Peer Mentors in the Spinal Cord Injury Community.

Objective: To identify factors impacting survivorship among people living with spinal cord injury (SCI) and volunteering in a peer mentorship program. Research Method/Design: Semi-structured interviews were conducted by a leader of a non-profit organization designed to promote independent living after SCI. Questions explored intrinsic factors such as resilience and emotional coping as well extrinsic factors such as family support and accessibility challenges that impacted their SCI survivorship journey. Two independent anonymous reviewers conducted thematic analysis to identify these factors. Results: Twenty-eight members of the SCI peer mentorship program participated. Four themes affecting survivorship were identified: Sense of Achievement, Post-Injury Growth, Post-Injury Challenges, and Giving and Receiving Support. Nearly all participants focused their responses on Post-Injury Growth and Giving and Receiving Support as reasons for their interest in serving as peer mentors. Conclusions: This study highlights a need for peer community integration following SCI and underscores the importance of using a community-driven participatory model to inform and guide research. Peer mentorship programs can link SCI survivors to mentors and facilitate other sources of social fulfillment and thus can have a profound impact on individuals' survivorship post-SCI. This study identified a Sense of Achievement, Post-Injury Growth, Giving and Receiving Support, and Post-Injury Challenges as factors that most impact the SCI survivorship journey. This community leader's work underscores the importance of cognitive framing and social networks in post-injury rehabilitation in this population. Future directions include analyzing the longitudinal effects of peer mentorship participation on life satisfaction and community building in individuals living with SCI.

Peer Mentoring as a Restorative Justice Strategy for Youth Perpetrating Street Violence in the Special Region of Yogyakarta

The Juvenile Social Protection and Rehabilitation Center (BPRSR) ofYogyakarta Special Region (DIY) handles juvenile street violence (klithih) offendersbut faces challenges in peer mentoring, a vital component of restorative justice. Toenhance the skills of BPRSR staff, the Youth Studies Centre (YouSure), in collaborationwith the Centre for Public Mental Health (CPMH), organized a community serviceprogram in the form of a workshop series. The program aimed to strengthen staffcapabilities in identifying mental health problems, providing psychological first aid, andoffering basic counseling. The training began with a pre-test to assess participants’initial skills, followed by the training sessions, and concluded with a post-test. Resultsfrom the pre-test revealed a lack of understanding of the procedures for addressingmental health issues, while the post-test demonstrated a significant improvementin both skills and knowledge. Despite the training’s effectiveness, further followupis necessary to achieve a more comprehensive approach to restorative justice.Future training should be more in-depth and ongoing, addressing the identified gapsand supporting the practical application of these skills in adolescent rehabilitation atBPRSR.

The benefits of peer mentoring in higher education: findings from a systematic review

The integration of peer mentoring into academic programmes as a mechanism for supporting new students has received considerable attention in higher education worldwide, especially in developed countries. Despite a growing body of research on peer mentoring in higher education, an extensive review of the benefits of this approach is needed to establish a nuanced understanding of the impacts of peer mentoring on students across various contexts. This study employed a systematic review method to examine the benefits of peer mentoring in higher education. The review covered research articles about peer mentoring published within the last decade (2013−2023). The findings showed that the benefits of peer mentoring in higher education could be categorised into four fundamental aspects, including academic performance, retention rates, emotional and psychological wellbeing, and social integration. These categories of benefits could be developed into a conceptual framework for studying the impacts or benefits of peer mentoring in higher education. The study highlights the significance of adopting peer mentoring as a supportive scheme for students encountering critical challenges due to its manifold benefits and points to the importance of identifying the varying factors contributing to the success of peer-mentoring schemes. The study concludes with a discussion and the implications of the findings, as well as suggestions for future research to examine how peer mentoring could be effectively implemented in different educational contexts.

‘We’re kind of outsiders’: MA students as peer mentors on a pre-sessional internship programme

This paper describes and analyses the role of peer mentoring in a pilot internship programme that took place in summer 2023. A team of five international MA student-interns participated in a summer pre-sessional programme, acting as communication partners and facilitators. The aim of the study was to investigate the benefits of being peer mentors for international postgraduate (PG) students, and it was conducted during a pre-sessional course. Feedback collected through a questionnaire, reflective diaries and a focus group revealed that the student-interns adopted the role of peer mentor to these new students, using their own experiences and knowledge to help the pre-sessional students prepare for their degrees. They also supported the students with non-academic aspects of studying and living abroad. The study concludes that introducing a mentoring aspect to the taught PG experience merits further research as a possible way to develop the mentors’ academic knowledge, awareness and skills.

Exploration of Perceived Benefits of Peer Mentorship Among Nigerian Nursing Students: A Needs Assessment and Qualitative Research

Exploration of Perceived Benefits of Peer Mentorship Among Nigerian Nursing Students: A Needs Assessment and Qualitative Research

“Boxing Clever Cork saved my life”: a snapshot of an early addiction recovery fitness and education program

ABSTRACT Background Boxing Clever Cork is an interagency program for people who have experienced or are experiencing problematic substance use. It integrates a fitness program with education, with the aim of reducing harm and supporting addiction recovery in the lives of participants. The aim of this research was to evaluate the Cork iteration of Boxing Clever, which originated in Ballymun, Dublin. Methods A qualitative approach was taken to data collection, using the World Café 1 method along with one to one interviewing, and data was analyzed using thematic analysis. Results Research participants described feelings of vulnerability and isolation during the embryonic stages of sobriety. Boxing Clever Cork introduced structure and purpose into their lives and created a model of peer-to-peer support within a newly formed early recovery community. Challenges encountered included the diverse stages of recovery within the group, however, despite these challenges research participants felt it was important that people actively using substances continued to be included in future programs. Professionals were motivated through the principles of social inclusion. Conclusions Opportunities for development include community-based delivery, a peer mentorship model and provision of additional mental health supports.

Grade 9 Learners’ Perceptions of the Influence of Peer Relationships on Their Mathematics Performance in Tshwane Municipality Secondary Schools

The study explored the grade 9 learners’ perceptions of the influence of peer relationships on their mathematics performance in Tshwane municipality secondary schools, South Africa. The study engaged a mixed method approach and applied a descriptive survey design. The sample consisted of 400 learners (280 females and 120 males). A self-fashioned questionnaire was used for data collection, as well as a few open ended questions. The learners’ termly result in mathematics was also used to ascertain their level of achievement. Quantitative data were analysed using the Pearson product moment correlation, while qualitative data were analysed in a narrative form. One null hypothesis was tested for the study and it was rejected. The study disclosed that grade 9 learners’ perceptions of peer relationships was not a statistically significant factor influencing their mathematics performance. The study concluded that peer relationships were poorly appraised, hence could not have influenced grade 9 learners’ mathematics performance. The study recommends that teachers and stakeholders in schools should consider the advocacy of positive peer relationships among learners to help foster acceptability among learners. Furthermore, advocacy for cooperative and interactive learning is recommended to enable learners to learn from each other effectively; this will foster peer mentoring.

Technology for Young Adults with Stroke: An Australian Environmental Scan.

Technology has the potential to address the unique needs of young stroke survivors. Despite this, little is known about the technological resources available to support young adults with stroke. This study aimed to identify and compile available technological resources that cater to the specific needs of young adults (18-30 years) with stroke in Australia. An environmental scan was conducted from December 2023 to March 2024. Sources included websites, app stores, rehabilitation centres, hospitals, organisations, technology developers, and healthcare professionals. Of the 114 resources identified, 11% were for re-training limb movement, 40% for speech rehabilitation, 20% for medication reminders, and 29% were social media posts offering peer mentoring and support. Most limb movement (75%) and medication reminder (87%) apps were free. However, most speech therapy apps (78%) had associated costs. Social media posts were hosted on Facebook (64%), Instagram (21%), TikTok (9%), YouTube (3%), and other websites (3%). Forty-six percent of the social media posts targeting young stroke survivors did not specify the age group. These resources were identified as available to young people with stroke. Although the resources found focused on young stroke survivors, it was difficult to ascertain the specific age group that was being targeted.

Peer mentorship and professional identity formation: an ecological systems perspective

BackgroundMentoring can help shape how medical students think, feel, and act as physicians. Yet, the mechanism in which it influences this process of professional identity formation (PIF) remains poorly understood. Through the lens of the ecological systems theory, this study explores the interconnected and dynamic system of mentoring relationships and resources that support professional development and growth within the Palliative Medicine Initiative (PMI), a structured research peer mentoring program.MethodsA secondary analysis of transcripts of semi-structured interviews with peer mentors and mentees and a review of their mentoring diaries was conducted to explore the impact of participation in a longitudinal peer mentoring program on both mentees and peer mentors on their personal and professional development through the lens of the mentoring ecosystem model. The Systematic Evidence-Based Approach was adapted to analyze the data via content and thematic analysis.ResultsEighteen mentees and peer mentors participated and described a supportive community of practice within the research program, with discrete micro-, meso-, and macro-environments that are dynamic, reflexive, and interconnected to form a mentoring ecosystem. Within this ecosystem, reflection is fostered, and identity work is done—ultimately shaping and refining self-concepts of personhood and identity.ConclusionThis study underscores the nuances and complexities of mentorship and supports the role of the mentoring ecosystem in PIF. A deeper understanding of the multiple factors that converge to facilitate the professional development of mentees can help educators develop and implement structured peer mentorship programs that better support reflective practice and identity work.

A Mentoring Network for Diversity in Dental, Oral, and Craniofacial Research.

The American Association for Dental, Oral, and Craniofacial Research (AADOCR) has developed a national and sustainable mentoring and mentor training network titled AADOCR Mentoring an Inclusive Network for a Diverse Workforce of the Future (AADOCR MIND the Future). This program is instrumental in fostering a diverse group of early-career investigators in dental, oral, and craniofacial (DOC) research. The network's principal purpose has been to establish a robust and enduring national mentoring program centrally managed by AADOCR. The overarching goal is to develop a sustainable, nationally recognized mentoring network that enhances the career development of early-career DOC researchers from diverse backgrounds. The program aligns with the National Institute of Dental and Craniofacial Research Strategic Plan and aims to cultivate a robust pipeline of future DOC researchers who can address critical scientific challenges. AADOCR MIND the Future guides mentors and mentees in individual career development as well as improving the quality of mentoring at the home institution through dissemination of lessons learned by mentors and mentees in the program. As science practices have evolved, investigators have moved from isolated individual projects to interactive multidisciplinary teams. Within this research framework, AADOCR MIND the Future offers the global infrastructure and the variety of scientists/AADOCR members. While most institutional mentoring efforts have been developed using conventional single mentor-mentee pairs, the AADOCR MIND the Future program supplements this model with additional group mentoring (mentors-mentees) and peer mentoring (interactions between just the mentees). Mentees commit to 12 mo of programming devoted to enhancing research career development through intensive hands-on work, distance-learning components, and engagement in a mentored grant-writing experience. Mentees are strongly encouraged to remain engaged with the program beyond the initial 12-mo period. Years 1 to 3 alumni (cohorts 1 to 3) mentees continue to participate in a meaningful way, and after the completion of the program, it is envisioned these alumni will become mentors for another generation.

A Case Study on Hotels as Noncongregate Emergency Living Accommodations for Returning Citizens

Background:The Transitional Hotel Project (THP) is a noncongregate emergency hotel initiative with comprehensive wraparound services implemented at the onset of the COVID-19 pandemic. It was designed to address the emergency housing needs of adults transitioning from incarceration (returning citizens) to community reintegration.Objective:The study aims to explore the external and internal recovery needs of returning citizens participating in the THP, with a focus on their housing stability, mental and behavioral health, employment, and the development of prosocial relationships.Methods:This mixed-methods case study used de-identified case management data, focus groups, and interviews with 24 participants, including employees, key partners, and returning citizens. A thematic analysis was conducted to identify key themes related to the recovery process of returning citizens.Findings:A thematic analysis revealed three primary themes: (a) safety, including both physical and psychological aspects; (b) mutual empathy; and (c) person-centered decision-making. Two subthemes emerged under the safety theme: (a) physical safety and (b) psychological safety. Mutual empathy between participants and peer mentor staff played a critical role in fostering the recovery of returning citizens.Conclusions:The findings suggest that the physical and psychological safety provided within the hotel setting, along with the empathy and support from peer mentor staff, were significant factors contributing to positive changes in returning citizens. These elements of the THP appear to have facilitated improvements in both external recovery needs (e.g., housing stability and employment) and internal recovery processes (e.g., restructured self-identity, human agency, and perceptions of hope).

Feasibility of self-management for amputee rehabilitation using technology and peer support for improving walking and confidence in individuals with lower limb loss

Background: Individuals with lower limb loss (LLL) require self-management education for amputation adaptation. eHealth technologies, like online platforms, widen access to educational resources. We developed an online self-management program for individuals with LLL called Self-Management for Amputee Rehabilitation using Technology (SMART). Objective: To assess the feasibility of SMART for improving walking capacity and confidence for adults with recent LLL. Study Design: A single-group pre-post intervention design. Methods: We recruited community-dwelling adults, with unilateral, transtibial, or transfemoral amputation. Self-management for amputee rehabilitation using technology included 6 weekly online educational modules, for example, pain management, diet, and sock management, and 6 weekly online meetings with a peer mentor to discuss goal setting and action planning. Outcomes were assessed at baseline (before SMART) and after 6 weeks using SMART. Feasibility indicators included process (retention rate), resource (duration of training sessions), management (participant processing), and treatment issues (effect size). The primary clinical outcome was walking capacity measured using Timed Up and Go, and secondary outcome was walking confidence measured using the Ambulatory Self-Confidence Questionnaire. Results: Twelve participants were recruited. The median (range) age was 56.0 (26–79) years. The retention rate was 100%. All participants were trained in less than 15 min. Four participants had an enrollment delay of more than 10 days. Two participants reported noninjurious falls because of amputation comorbidities and increased activity. The effect sizes for walking capacity and confidence were 0.51 and 0.86, respectively. Conclusions: Only small intervention and protocol refinements are required to SMART. These will be incorporated for a future multisite randomized controlled trial. SMART is an eHealth education program for people with LLL. Self-management for amputee rehabilitation using technology with peer support is a feasible intervention. However, adjustments to the study protocol and intervention safety are necessary before proceeding with the evaluation of SMART in a larger study.

Peer support for eating disorders in Canada: program user perspectives

Evidence for the value of peer support for eating disorders (EDs) is growing. Peer support is not a replacement for treatment, but can provide hope for recovery, enhance motivation for treatment, and increase feelings of connectedness and belonging for those experiencing EDs. In this study, we explored peer mentees’ experiences of peer support for EDs to better understand the impact of peer support and its role in the Canadian treatment and support continuum. We conducted semi-structured interviews with 20 people who had received peer support (group, one-on-one, or chat) and conducted a reflexive thematic analysis through a critical realist lens. We developed four themes. Participants described the importance of connecting with others who had “been there,” which helped generate a sense of belonging and connectedness. They also highlighted aspects of the peer support “container” that needed to be in place, such as guidelines for groups and agreements for one-on-one mentoring. When peer support was delivered well, participants described how it helped them help themselves through increasing motivation, communication skills, and other coping skills. Finally, participants described the unique role of peer support within the treatment continuum, as a modality that was accessible, free, and delivered in a way that focused on the whole person. Together, our findings illustrate the value of peer support and considerations for enabling effective and safe peer support delivery.

A survey of the training experiences and needs on Wellcome Trust PhD programmes

Background Training for PhD researchers was previously identified by the Wellcome Trust funded Emerging Research Cultures project as an area for further investigation to ensure an inclusive culture which enables PhD students to become well-rounded researchers. Methods The Taskforce on Training conducted a survey of 35 Wellcome Trust funded PhD students and 10 programme administrators to evaluate the provision of training in eight key areas. This survey examined a number of issues, such as availability and knowledge of training, potential gaps in training, and the perceived usefulness of training. Results PhD students reported that training was generally useful and viewed as important; with technical training being particularly highly valued. However, the survey identified that students desired additional training in project management and personal development. Surveying programme administrators highlighted the wide variety in training availability for students across different Wellcome Trust programmes currently running in the UK. Conclusion In response to these findings, several recommendations were suggested. Examples include; promotion of peer mentoring for PhD students, and alternative methods for delivery of wellbeing training. However, this report only explores the views of a small number of Wellcome Trust funded PhD students and would benefit from further research into the experiences of PhD students, programme administrators, and PhD supervisors.

Protocol for a tailored self-compassion program for peer mentors within Canadian Spinal Cord Injury community service organizations

ObjectiveIndividuals who serve as peer mentors within Canadian spinal cord injury (SCI) community service organizations are reporting compassion fatigue from their roles. One psychological resource that has the potential to reduce compassion fatigue and promote overall mental health among peer mentors is self-compassion. However, there is limited knowledge of any self-compassion programs that have been tailored to address the needs of these individuals. To address this limitation, this paper outlines a protocol to examine the feasibility, acceptability, implementation, and effectiveness of a tailored self-compassion program to reduce compassion fatigue and enhance compassion satisfaction, self-compassion, and mental health among peer mentors within Canadian SCI community service organizations.DesignThe 6-week online program will be tested among 20 individuals (five separate groups of four) who serve as peer mentors within two Canadian SCI community service organizations.MethodFeasibility and implementation data will be collected throughout the duration of the program and post program while acceptability data will be collected post program. To evaluate the effectiveness of the program, we will follow a single-group quasi-experimental design with surveys (pre/post/follow-up) and semi-structured interviews (post/follow-up).ResultsResults from this study are intended to inform the design of a self-compassion program for peer mentors within Canadian SCI community service organizations who experience compassion fatigue and reduced mental health.ConclusionProviding evidence for the effectiveness of this program could prove useful for Canadian SCI community service organizations who wish to better support and retain their peer mentors and thus improve the quality of support they provide to mentees.

The iPeer2Peer mentorship program for adolescent thoracic transplant recipients: An implementation-effectiveness evaluation

BackgroundAn increase in self-management skills for adolescent thoracic transplant recipients may improve health outcomes and facilitate a successful transition to adulthood. The iPeer2Peer© program is an online peer mentorship program that has been successfully implemented as a self-management intervention in multiple chronic disease populations. This study aimed to determine the implementation and effectiveness outcomes of the iPeer2Peer program for adolescent thoracic transplant recipients. MethodsA type III, hybrid implementation-effectiveness pilot study that comprised a quasi-experimental single-arm pre-post design was used to evaluate the iPeer2Peer program. Participant mentees, ages 12 to 17, were recruited from two large Canadian transplant centres. Peer mentors, ages 18 to 25, were thoracic transplant recipients who had successfully transitioned to adult care and self-manage their condition. A mixed methods approach for data collection was used, including interviews, focus groups, and standardized questionnaires. ResultsTwenty mentees (median 15.0 years, IQR 3.3 years; 65% female) completed the iPeer2Peer program with nine young adult mentors (median 21.0 years, IQR 3.0 years; 78% female). Implementation outcomes indicated that the iPeer2Peer intervention was perceived as feasible, adoptable, acceptable, and appropriate for adolescent thoracic transplant recipients. Significant findings were noted in mentees for increased self-management and a decrease in overall depression and anxiety symptoms. ConclusionsThe successful implementation of the pilot iPeer2Peer program offers support to evaluate the scalability, sustainability, and cost-effectiveness of the program for adolescents with chronic illness, specifically thoracic transplant recipients. Changes to the iPeer2Peer program that facilitate a flexible delivery may help implementation and acceptance.

Evidence-Based Review of Randomized Controlled Trials of Interventions for Mental Health Management Post-Moderate to Severe Traumatic Brain Injury.

To present an evidence-based review of randomized controlled trials (RCTs) evaluating interventions for mental health post-moderate to severe traumatic brain injury (post-MSTBI), as part of an extensive database that has been conceptualized as a living systematic review. Systematic searches were conducted for RCTs published in the English language in MEDLINE, PubMed, Scopus, CINAHL, EMBASE, and PsycINFO, up to and including December 2022, in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The methodological quality of RCTs was assessed using the Physiotherapy Evidence Database scale, and the level of evidence was assigned using a modified Sackett scale. Eighty-seven RCTs examining mental health interventions and outcome measures post-MSTBI were included. These studies collectively enrolled 6471 participants. A total of 41 RCTs (47.1%) were conducted in the United States and 56 studies (64.4%) were published after 2010. A total of 62 RCTs (71.3%) examined nonpharmacological interventions and 25 RCTs (28.7%) examined pharmacological interventions. Effective pharmacological treatments included desipramine and cerebrolysin; methylphenidate and rivastigmine showed conflicting evidence. Cognitive behavioral therapy (CBT) was found to be effective for hopelessness, stress, and anxiety, compared to usual care; however, it may be as effective as supportive psychotherapy for depression. CBT combined with motivational interviewing may be as effective as CBT combined with nondirective counseling for depression, stress, and anxiety. Acceptance and commitment therapy was effective for anxiety, stress, and depression. Tai Chi, dance, and walking appeared to be effective for depression and stress, while other nonpharmacological treatments such as peer mentoring showed limited effectiveness. This evidence-based review provides a comprehensive overview of the research landscape of RCTs addressing mental health post-MSTBI. The findings from these RCTs may be valuable for health care professionals, researchers, and policymakers involved in the field of mental health and neurorehabilitation.

Intensive Interdisciplinary Rehabilitation in the Pediatric Hematology/Oncology Setting: Feasibility and Perceived Benefit of the Acute Neurological Injury Service.

(1) Background: Intensive interdisciplinary rehabilitation services more effectively promote recovery from acquired brain injury than a single discipline approach. However, research literature is lacking regarding the perceived feasibility and utility of an interdisciplinary approach across disciplines for patients within a tertiary care pediatric hematology/oncology setting. (2) Methods: The Acute Neurological Injury (ANI) service applied an acquired brain injury/inpatient rehabilitation interdisciplinary approach to a pediatric hematology/oncology population, with a focus on interdisciplinary communication, shared goal setting, and coordinated transition planning. Caregivers whose children received coordinated ANI program care were interviewed regarding the perceived feasibility and utility of ANI program components. (3) Results: An interdisciplinary approach to a pediatric hematology/oncology population is feasible for caregivers and for providers of rehabilitation and psychosocial services within a tertiary care cancer hospital setting. Parents perceived benefits from aspects of this approach including coordinated interdisciplinary care planning, the implementation of an interdisciplinary goal, parent brain injury education, neuropsychological assessment reports, and weekly cognitive intervention sessions. Parents were interested in both having a peer mentor while managing new cancer diagnoses and later serving in a mentor role for a newly diagnosed family. (4) Conclusions: An interdisciplinary acquired brain injury approach to a pediatric hematology/oncology population is feasible with perceived benefits to families managing new cancer diagnoses.