Peer Mentoring Research Articles

The Effectiveness and Cost-Effectiveness of the ‘Walk with Me’ Peer-Led Walking Intervention to Increase Physical Activity in Inactive Older Adults: Study Protocol for a Randomised Controlled Trial

Background: The proportion of the population aged 65 years or older is increasing. Typically, physical activity and health decline with age, which is why action to promote active ageing is a major public health priority, particularly due to health inequalities in older adults. The aim of this study is to assess the effectiveness and cost-effectiveness of the Walk with Me peer-led walking intervention for older adults. Methods: This study is a two-arm, assessor-blind, randomised controlled trial. The intervention is a 12-week peer-led walking intervention based on social cognitive theory. Participants in the control group will receive information on active ageing and healthy nutrition. The study will target 348 community-dwelling older adults, aged 60 years or over living in areas of socio-economic disadvantage communities. Trained peer mentors will deliver the intervention. The primary outcome will be a mean between-group change in moderate-to-vigorous physical activity at 12 months from baseline, measured using an Actigraph accelerometer. Secondary outcomes will include quality of life, mental wellbeing, blood pressure, BMI and waist circumference. An embedded process evaluation will involve focus groups and participant diaries. Discussion: Evidence-based, cost-effective interventions to promote physical activity in older adults living in socio-economically disadvantaged communities are needed to address health inequalities.

Perceptions of Postsecondary Experiences and Supports That Advance the Personal Goals of Students With Extensive Support Needs

Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and supports that current and recently graduated students in a dual enrollment nonresidential PSE program perceive as contributing to their self-directed employment, education, and social goals. Furthermore, this study explored how students’ perceived PSE affected their goal achievement and future lives. Findings from interviews with 10 participants with IDD, including eight with ESN, revealed that obtaining and maintaining competitive employment was negatively impacted by COVID-19, paid employment during PSE was not aligned with participants’ employment goals, internship experiences led to participants learning about their work preferences and changing their employment goals, and peer mentors impacted the achievement of participant’s employment, education, and social goals. Implications for practice and research and study limitations are described.

The Global Prevalence of Non-suicidal Self-injury, Suicide Behaviors, and Associated Risk Factors Among Runaway and Homeless Youth: A Meta-analysis.

A meta-analysis was performed to determine pooled prevalence of non-suicidal self-injury (NSSI), suicide behaviors (including ideation, attempts), and associated risk factors among runaway and homeless youth (RHY). The databases PubMed, Scopus, Web of Science, and Cochrane Library were searched for relevant studies published from January 1995 to May 2023. Initially, 8465 papers were screened, resulting in 69 included studies. The results showed that among RHY, lifetime prevalence rates were 42% for NSSI, 38% for suicidal ideation, and 27% for suicide attempts. Lifetime prevalence of NSSI and suicide behaviors was higher among adolescent minors (aged 12-17years) compared to young adults (aged 18-24years). Also, NSSI and suicide behaviors were associated with having a childhood history of physical and sexual abuse. Developing an impactful community-based suicide prevention campaign tailored for RHY appears warranted. Peer groups and mentorship programs would provide invaluable support for young individuals, as supportive friendships protect against NSSI.

The Mentors in Violence Prevention programme: impact on students’ knowledge and attitudes related to violence, prejudice, and abuse, and willingness to intervene as a bystander in secondary schools in England

BackgroundViolence is a leading cause of death and disability for young people and has serious impacts on prospects across the lifecourse. The education sector is a crucial setting for preventing youth violence through incorporating programmes that address attitudes and behaviours. The Mentors in Violence Prevention (MVP) programme aims to change harmful attitudes and norms, and increase non-violent bystander intervention, through a peer mentoring approach. To date there is limited evidence on the effectiveness of the intervention in UK school settings. The aim of the current study was to evaluate the impact of the programme on students’ attitudes and knowledge related to violence prevention.MethodsThe study employed a mixed methods design. Pre and post surveys measured changes in students’ (aged 11–18) attitudes and knowledge related to violence prevention and bystander behaviour, gender stereotyping, acceptability of violence, and perceptions of others’ willingness to intervene. Interviews/focus groups with programme delivers and students, and anonymised programme data were used to explore and supplement survey findings.ResultsOverall, perceptions of the programme content and delivery were positive. Several beneficial impacts of the programme were found for mentors (students delivering the programme), including significant positive changes on measures of knowledge and attitudes towards violence prevention and the bystander approach, acceptability of violence perpetration, and perceptions of other students’ willingness to intervene (effect sizes were small-medium). However, the study found no significant change on any of the outcomes amongst mentees (younger students receiving the programme from mentors). Despite this, qualitative evidence suggested mentees enjoyed the content of the programme and the peer-led delivery, and this built relationships with older students. Qualitative evidence also identified additional benefits of the programme for mentors, including leadership and communication skills, and increased confidence and supportive relationships.ConclusionsEvidence from this study suggests MVP is effective as a targeted programme for mentors, but no significant evidence was found to demonstrate its effectiveness as a universal bystander and violence prevention programme for mentees. Whilst further research with more robust study design is needed, developing mentors as leaders in violence prevention is a valuable impact of the programme in its own right.

Influence of Peer Feedback on Motor Skill Learning and Self-Efficacy among Adolescents in Kenya

Purpose: The aim of the study was to influence of peer feedback on motor skill learning and self-efficacy among adolescents in Kenya
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: The study on the influence of peer feedback on motor skill learning and self-efficacy among adolescents in Kenya found that peer feedback had a significant positive impact on motor skill learning. Adolescents who received feedback from their peers demonstrated improved motor skill performance compared to those who did not. Additionally, the study revealed that peer feedback also had a positive influence on self-efficacy, with adolescents reporting increased confidence in their motor skill abilities after receiving feedback from their peers
 Unique Contribution to Theory, Practice and Policy: Social cognitive theory, self-determination theory & feedback intervention theory may be used to anchor future studies on influence of peer feedback on motor skill learning and self-efficacy among adolescents in Kenya. Peer mentorship programs can create a structured framework for peer feedback and skill development, facilitating a sense of camaraderie and cooperation among adolescents. Educational policymakers should consider incorporating guidelines for peer feedback into curriculum standards for physical education.

Thriving in Engineering: A Pilot Peer Mentorship Model for First-Year Students

This paper describes a peer mentorship program piloted in a cornerstone first-year engineering course (ENG 1101: Renaissance Engineer 1) at the Lassonde School of Engineering in York University since fall of 2021. The mentorship program is designed to help first-year students develop the cognitive, emotional, motivational, and relational foundations for success and thriving in an engineering program. Students are brought together in small groups (termed “guilds”) for structured coaching sessions with an assigned upper-year engineering student as a mentor and participate in a total of five sessions, each with their own topic and learning outcomes. The program fosters students’ sense of belonging through participation in meaningful group activities and engaging students in a shared experience. Reflections from students and mentors about the program highlight the importance of building intentional opportunities that promote students’ sense of connection. Program challenges, refinements, and future directions are considered.

Abstract A002: Collaboration between the physician/researcher and patient/survivor is key

Abstract In May 2009, I went to see my primary care physician for a routine annual physical exam. I told her that I thought I was starting menopause. She did a typical physical including a pelvic exam and did not notice anything abnormal; but she decided to send me for a vaginal ultrasound. The ultrasound revealed that both my ovaries were massive. My physician sent me to my gynecologist for further follow up. My gynecologist advised me to have a complete hysterectomy and she had a CA-125 blood test done. It came back elevated. She told me I had ovarian cysts. A family friend, an OB-GYN, reviewed my test results and urged me to get a second opinion with a gynecological oncologist. Fortunately, I was able to see a Gyn-Onc who scheduled surgery. This doctor confirmed that I had complex ovarian cysts but could not determine if there was any malignancy until my surgery. Urging patients to see gynecological oncologists is one of the most important things that can be done to save women’s lives. During my debulking surgery it was discovered that I had High Grade Epithelial Ovarian Cancer. I started a six-month chemotherapy regime of Taxol and Carboplatin. It was hard on my body—I became anemic, required blood transfusions, had digestive problems, and experienced a level of fatigue that I never knew existed. Halfway through chemo I had genetic counseling and decided to take the BRCA1 gene mutation test. I tested positive—most likely because of my Eastern European Ashkenazi Jewish heritage. There is a history of breast cancer, pancreatic cancer, colon cancer and brain cancer in my family. Due to my BRCA1+ status I had a prophylactic mastectomy and breast reconstruction which took place in December 2010. Here is a video that I created to help bring awareness to the importance of genetic testing: https://youtu.be/Fm72svK2zKw I am a Research Advocate for OVCA patients and survivors. I participate in clinical trials. I teach yoga and mindfulness practices at retreats for cancer survivors. I participate in OCRA’s Survivors Teaching Students program at the University of Washington Medical School. I am a peer mentor for Imerman’s Angels, OCRA and Sharsheret. I serve as a Survivor Ambassador for: Clearity Foundation, Amy K. Rosenthal Foundation, Rivkin Foundation and Powell Drescher OVCA Research Foundation. I am a peer reviewer for the DOD’s Ovarian OCRP. In April 2023 I attended the Annual Meeting of American Association for Cancer Research as part of the AACR Scientist↔Survivor Program. During the poster sessions I met almost 100 researchers whose focus is Ovarian Cancer and only six of them had ever met an actual Ovarian Cancer patient/survivor. I want my survivorship to impact the discovery of effective tests for early diagnosis and treatment of OVCA. I believe that the collaboration between the physician/researcher and the patient/survivor will bring new solutions to dealing with an OVCA diagnosis and treatments. Citation Format: Deborah J. Binder. Collaboration between the physician/researcher and patient/survivor is key [abstract]. In: Proceedings of the AACR Special Conference on Ovarian Cancer; 2023 Oct 5-7; Boston, Massachusetts. Philadelphia (PA): AACR; Cancer Res 2024;84(5 Suppl_2):Abstract nr A002.

Facilitating Faculty Retention and Professional Development through External Peer Mentor Networks

Facilitating Faculty Retention and Professional Development through External Peer Mentor Networks

Graduate acoustics at Brigham Young University

Graduate studies in acoustics at BYU prepare students for industry, research, and academia by complementing in-depth coursework with publishable research. Coursework provides students with a foundation in acoustical principles, practices and measurement skills, including a experimental techniques and technical writing. Labs across the curriculum cover calibration, directivity, scattering, absorption, laser Doppler vibrometry, experimental methods for dynamic structures, lumped-element mechanical systems, equivalent circuit modeling, arrays, filters, room acoustics, active noise control, and near-field acoustical holography. Recent thesis and dissertation topics include active noise control, directivity, room acoustics, energy-based acoustics, time reversal, nondestructive evaluation, vibration and acoustics of aerospace vehicles, biomedical applications, flow-based acoustics, voice production, aeroacoustics, sound propagation modeling, nonlinear propagation, high-amplitude noise analyses, machine and deep learning applied to ambient noise level prediction, crowd noise interpretation, and underwater acoustic source localization, and ocean environment classification. Graduate students are expected to present research at professional meetings and publish in peer-reviewed acoustics journals. Graduate students often serve as peer mentors to undergraduate students on related projects and may participate in field experiments to gain additional experience. @BYUAcoustics

Investigating the Major Contemporary Issues facing First-year Students at a South African University of Technology

This qualitative research study investigated critical contemporary issues faced by first-year students at a University of Technology in South Africa. Drawing from interviews with five participants, the study illuminated three major challenges: academic pressures during the transition, financial constraints, and technology integration. The findings revealed that adapting to new pedagogical methods and academic expectations causes stress and a sense of inadequacy. Financial burdens stemming from tuition fees and living expenses hinder engagement while technology’s integration presents both opportunities and challenges, accentuating the need for digital literacy education. The study underscored the importance of comprehensive orientation programs, financial aid initiatives, digital literacy training, and peer mentoring to address these issues. Recommendations also encompass flexible learning pathways, holistic well-being support, and collaborative spaces. By recognizing and proactively addressing these challenges, higher education institutions can facilitate smoother transitions, foster inclusive environments, and ultimately enhance the overall first-year student experience. This research contributes valuable insights to guide policy development and support mechanisms, ensuring the academic success and holistic well-being of first-year students in the dynamic landscape of higher education. Keywords: First-year students, Contemporary issues, Higher education, Transition challenges, Academic pressures.

Abstract 1326 Building Community within Peer Mentoring Teams to Support Student Learning and Belonging in Large-Enrollment Introductory STEM Courses

Abstract 1326 Building Community within Peer Mentoring Teams to Support Student Learning and Belonging in Large-Enrollment Introductory STEM Courses

Supporting future roles of millennials in rural agriculture retail: The role of technology in continuing education solutions

AbstractRural agriculture retailers, or those engaged in the production of food, fiber, and fuel, are pressed to find just‐in‐time solutions for continual learning with their adult employees, specifically millennials, the generation who will assume future leadership roles. Adult educators in rural settings, or lower populated areas, are encountering rapid technological change and need to transform how they impact learners in and out of the classroom through experiential learning. Technological solutions considered an integral component of Science, Technology, Engineering, and Math (STEM) initiatives, may provide continual learning avenues for millennial employees. This article offers effective ways to engage millennials in agriculture through facilitating peer mentoring, supporting soft skill development, and building the infinite potential of learning and growth in STEM content.

Difficulties in the work-from-home setting, coping mechanisms and work performance among elementary teachers in Subic district

This study involved 228 teachers assigned to public elementary schools in the Division of Zambales, Subic District, Philippines, during the SY 2020 - 2021 and focused on the profile, experiences in the work-from-home setting as encountered by teachers, their coping mechanisms, as well as their work performance. The methodology of the study employed a descriptive correlation design. Statistical treatment includes frequency, percentage, mean, Analysis of Variance, and Pearson r. Findings revealed that teachers have highly experienced difficulties in the work-from-home setting, have very highly drawn coping mechanisms to overcome difficulties, and have a very satisfactory teaching performance. It is recommended that school administrators update teachers’ profiles, motivate teachers to undergo professional development through enrolling in graduate schools, help teachers with difficulties encountered in the work-from-home setting in the new normal through peer mentoring, motivate teachers to practice coping mechanisms and re-evaluate the work performance of teachers. Finally, teachers should learn to cope up with the challenges and difficulties in the work-from-home settings to have an outstanding work performance.

Peer mentorship and academic supports build sense of community and improve outcomes for transfer students.

The experience of transferring to a 4-year college, especially in STEM programs, can be particularly challenging for students. While much of the onus for preparing students for transfer has been placed on community colleges, the 4-year institutions to which students transfer have critical roles to play. With this in mind, we established the Pre-transfer Interventions, Mentoring, and Experience in Research (PRIMER) program to support students transferring into the biology department at our university. The design of this program is based around the key elements of Schlossberg's Transition Theory, focusing on the support and strategies elements of the theory. Through a weekly academic skill course, peer mentoring, and informal academic and social supports, our goals were for students to increase their involvement in the campus community and to increase their use of academic support resources. We used qualitative and quantitative assessments to compare sense of community and use of campus resources between students who participated in our program and others. We found that students in our program strongly increased their sense of community during the semester compared to other students and used campus resources at a higher rate. Our insights from the PRIMER program can help others in developing programs to support transfer students in biology departments.

Relational Complexity of the Near-Age Peer Support Provider Role in Youth and Young Adult Community Mental Health Settings.

Increasingly, US community mental health settings are integrating professional near-age youth peer support providers to improve youth service engagement and outcomes. Youth peer specialists (YPS) use their lived and living experiences with a mental health diagnosis to validate, empathize, and provide individualized support, while also improving their program's overall responsiveness to young people's needs. Although promising, these roles tend to lack clarity-responsibilities vary immensely, and turnover is high. Examining near-age youth peer on-the-job experiences is needed to design effective on-the-job supports. Using community-based participatory action research methods, young adults with lived experience worked in partnership with a PhD-level qualitative researcher to design, recruit, conduct, and analyze in-depth-interviews with current and former near-age youth peer providers. Ten young adult peer mentors in Massachusetts completed interviews that revealed near-age youth peer role relational complexity. Five relational aspects were identified requiring relational practice skills and self-awareness, including relationships with (1) self, (2) clients, (3) supervisors, (4) non-peer colleagues, and (5) other near-age peer providers. Near-age peers experience relationship-related struggles with non-peer identified colleagues who do not understand nor value the near-age peer role. Findings expand on current near-age peer practice and associated on-the-job challenges. Training, supervision, and professional development activities that target these five relational areas may improve YPS on-the-job wellbeing, decrease YPS turnover, and improve youth client outcomes.

Group peer mentoring to improve faculty connections and enhance mentoring networks.

Difficulty finding mentors and forging connections in academic departments can be challenging and became even more so when the COVID-19 pandemic reduced opportunities for informal networking. Even as restrictions on in-person meetings eased, many faculty preferred meetings to remain virtual. Because some of the most powerful predictors of faculty vitality are positive professional relationships and feelings of inclusion and belonging to an institution, attending to faculty needs in this area is important to mitigate undesired lingering consequences. We created structured peer mentoring groups for our department's physicians and psychologists that meet virtually. Groups span career stages, academic appointments and clinical interests. The purpose was to establish a deeper culture of mentoring, increase feelings of connection to a supportive community within the department, facilitate career planning and enhance the development of skills necessary in academic medicine such as teaching skills, scholarly productivity and personal wellness. A survey conducted after the first year of the programme was completed by 70% of eligible faculty (31/45). Ninety-six percent felt the programme had created an inclusive and appreciative culture, 86% met faculty members they had never met before and 79% sought mentoring advice from a colleague they would not usually have interacted with in that manner. All participants appreciated hearing their colleagues' perspectives on topics they do not typically discuss. Departmentally based group peer mentoring that spans career stages and interests can facilitate faculty connections and enhance a supportive culture of mentorship.

Educating the nurses of tomorrow: exploring first-year nursing students’ reflections on a one-week senior peer-mentor supervised inspiration practice in nursing homes

BackgroundWorldwide, the healthcare system stresses a severe deficit of nurses because of elevated levels of work-induced stress, burnout and turnover rates, as well as the ageing of the nursing workforce. The diminishing number of nursing students opting for a career in nursing older people has exacerbated this shortage. A determining factor in the choice of a career within the field of residential care for nursing students is educational institutions offering students learning opportunities with positive learning experiences. Therefore, educational institutions must develop programmes that employ student active learning methods during clinical periods. Although much focus has been given to the development of new educational programs, insufficient consideration has been given to the value of peer mentoring and students’ interactions during the clinical placement at nursing homes. The aim of the present study is to explore first-year nursing students’ perceptions and experiences with peer mentoring as an educational model during their inspiration practice week at nursing home.MethodsThe study employed a qualitative exploratory and descriptive research design. Data collection took place in October 2022 using focus group interviews. A total of 53 students in their first year of the bachelor’s programme at the Oslo Metropolitan University participated in eight focus group interviews. The data were analysed following the principles of inductive content analysis.ResultsThe analysis resulted in one main category, ‘Being inspired—keep learning and moving forward’, representing first-year nursing students’ common perceptions of being mentored by third-year students. The main category is supported by two categories: ‘Closeness to the mentor’ and ‘Confidence in mentors’ professional knowledge and teaching and supervision methods’, which are interpreted as the drivers that enabled first-year students to learn more about nurses’ roles and responsibilities in the nursing home.ConclusionMentorship enhances the learning transfer from third-year nursing students over to first-year nursing students by providing them with real-world exposure and guidance from their more experienced peers. This hands-on approach allows them to bridge the gap between theory and practice more effectively, boosting first-year nursing students’ confidence and competence in nursing and caring for older people living in nursing homes.

Collaboration With Researchers With Intellectual/Developmental Disabilities: An Illustration of Inclusive Research Attributes Across Two Projects

Abstract Researchers have implemented inclusive research for over 30 years. This article describes how two research projects collaborated with researchers with disabilities and aligns the description with four attributes of inclusive research developed by a consensus of international experts with and without disabilities. The first project, the Person Experiences Interview Survey (PEIS) Workgroup, reviewed and revised items for a self-report survey of mental health service experiences. The second project describes the peer-led implementation of the Self-Determined Career Design Model (SDCDM) intervention. Four factors facilitated or were barriers to the projects’ alignment with inclusive research attributes. First, relationships enhanced capacity to engage in meaningful ways. Second, balance between consistency and adaptability promoted engagement. Third, long-term capacity was enabled by ongoing engagement and peer mentorship. Fourth, time and funds impacted inclusive implementation. Engaging researchers with disabilities meaningfully enhanced the research process and products.

Student Peer Mentorship in Prelicensure Nursing Programs: A Scoping Review

Student Peer Mentorship in Prelicensure Nursing Programs: A Scoping Review

The Impact on Peer Mentorship After Implementation of a Competency-Based Residency Curriculum in Canadian Radiation Oncology Training Programs

Peer mentorship provides professional and personal support between physicians with similar experiences and levels of training. While peer mentorship has shown to benefit academic success and professional growth, little data has examined contextual factors, such as curricular change, that may affect the quality of these relationships. This study aims to explore the impact of a new, nationwide radiation oncology (RO) residency curriculum, known as competence by design (CBD), on peer mentorship experiences between Canadian RO residents. A qualitative study, with a social constructivist approach, was conducted with 2 groups of Canadian RO residents. The first were those in the academic year before CBD implementation (non-CBD cohort), and the second were those in the inaugural year of CBD (CBD cohort). Semistructured 1-on-1 interviews were conducted to explore experiences of peer mentorship as it related to curriculum change. Interviews were transcribed and analyzed with deductive and inductive methods until data saturation. Between April and December 2021, 14 participants (6 non-CBD and 8 CBD residents) from 8 out of 10 eligible English-speaking RO training programs across Canada participated. Three major themes were identified: (1) the CBD cohort identified fewer opportunities for peer mentorship, with specific concerns regarding new evaluation processes and uncertainty about the later stages of training; (2) there was minimal impact on specialty-specific learning; and (3) peer mentorship thrived when occurring as spontaneous in-person interactions. Inaugural residents of a CBD curriculum perceived fewer opportunities for peer mentorship. There were specific concerns about new evaluative processes, though this did not affect specialty-specific learning. Peer mentorship was most impactful as informal and in-person interactions. Our findings suggest that unintended consequences of curriculum change may be mitigated by improving communication about new training objectives and increasing opportunities for informal interactions between residents.