Undergraduate Nursing Program Research Articles

Review of Aboriginal and Torres Strait Islander content within a Bachelor of Nursing

BackgroundThere have been significant improvements in the past decade in the health of Aboriginal and Torres Strait Islander peoples however, the target to close the gap in life expectancy by 2031 is not on track to be met. The Aboriginal and Torres Strait Islander Health Curriculum Framework (The Framework) provides a guide for developing health professional’s cultural capabilities to enhance the service delivery to Aboriginal and Torres Strait Islander peoples (Australian Government, 2016). AimThe purpose of this study is to review Aboriginal and Torres Strait Islander content included in the Bachelor of Nursing Program at an Australian university, assessing alignment with The Framework. MethodsThis research utilises mixed methods to confirm the presence of Aboriginal and Torres Strait Islander curriculum in the Bachelor of Nursing program and to further explain these findings. FindingsThis study provides evidence that the Bachelor of Nursing program meets the Australian Nursing and Midwifery Council accreditation requirements, yet Aboriginal and Torres Strait Islander health content within the program is fragmented and inconsistent. DiscussionEnablers with the potential to align tertiary undergraduate Nursing programs with The Framework have been identified to facilitate embedding of appropriate content. ConclusionThe outcome of this study is a clear picture and the true nature of the content related to Aboriginal and Torres Strait Islander health within the Bachelor of Nursing curriculum and alignment with the expectations of The Framework, with a process that can be applied elsewhere.

Best practices for teaching pharmacology to undergraduate nursing students: A systematic review of the literature

ObjectiveIn this systematic review we describe best practices for teaching pharmacology to undergraduate baccalaureate nursing students based on the available evidence. Numerous teaching strategies employed in undergraduate pharmacology courses for nursing students have been summarized and compared for their impact on pharmacology knowledge retention, application of pharmacology theory to practice, and student satisfaction. Future directions for research are discussed. DesignThe review was performed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for systematic reviews and meta-analyses. Data SourcesThe Cumulative Index of Nursing and Allied Health Literature (CINAHL), Academic Search Complete, Education Resources Information Center (ERIC), and Education Source and Health Reference Centre Academic were searched using key search terms and phrases. Twenty studies, conducted between 2001 and 2017, met the inclusion criteria. MethodQuality assessment was made in accordance with two appraisal tools: Kirkpatrick's framework and the Medical Education Research Quality Instrument (MERSQI) for quantitative studies. ResultsOnline, simulation, and integrated methods of teaching pharmacology were most beneficial for pharmacology knowledge acquisition and student satisfaction. Traditional lecture, problem-based learning, and a flipped classroom were least effective strategies for teaching pharmacology to undergraduate students. ConclusionsThis systematic review will contribute to the body of knowledge used by nurse educators who teach in undergraduate nursing programs, may be particularly useful for undergraduate nursing program directors/administrators who are considering undergoing curricular changes, and may be a conduit for future researchers who wish to design studies aimed at improving teaching and learning within undergraduate nursing education.

Academic monitoring and support of undergraduate nursing education programme: A middle-range theory.

BackgroundGlobally, there is consensus on the need for student support to address high student attrition and low throughputs, especially in nursing and midwifery programmes.ObjectivesThis study analysed the implementation of academic monitoring and support (AMS) in an undergraduate nursing programme to generate a context-informed academic monitoring and support middle-range theory.MethodAn ethnographic design and grounded theory approach were adopted in this study. Data sources included individual and focus group interviews, observations, reflective conversations and document analysis. Ethical clearance was obtained from the University Research Ethics Board, and ethical principles were maintained throughout the study.ResultsThe country’s contextual conditions emerged as conditions that necessitated a comprehensive approach to student support to increase throughput in a nursing programme that attracted students from diverse backgrounds. A shared common vision, supportive leadership, collaboration and investing resources in a student support programme that uses a comprehensive and holistic approach emerged as key to an AMS model that will yield the desired outcomes. Major concepts in an AMS middle-ranged theory generated included education for social justice, visionary leadership, comprehensive, holistic and intentional student support, AMS pillars, AMS threats and process and goal-oriented consequences.ConclusionAcademic monitoring and support is a tool used to facilitate access of all deserving students to an undergraduate nursing programme and to ensure that they all have an equal chance to succeed academically, resulting in improved throughput rates. Strengthening support in clinical settings is recommended and further research to improve effectiveness of AMS programmes is suggested.

Innovative Approach to Address Disability Concepts and Standardized Patients With Disability in an Undergraduate Curriculum.

Despite a growing population of people with disabilities (PWD), health care professionals, including nurses, receive little educational preparation to provide health care to them. To address this issue in nursing education, the faculty of a school of nursing designed and implemented an innovative teaching strategy that can be adopted by other nursing programs and faculty. A systematic plan was developed and implemented to integrate standardized patients with disabilities (SPWD) into an existing undergraduate nursing program. Steps included careful planning, review, and modification of existing simulation-based scenarios, obtaining buy-in of faculty across the curriculum, recruitment and training of PWD to be SPWD, and implementation of the project. The program in which all undergraduate nursing students have repeated contact with SPWD has been successfully implemented throughout the curriculum. The project addressed the multiple calls to improve the preparation of health care professionals to provide quality care to PWD. [J Nurs Educ. 2018;57(12):760-764.].

Factors influencing preceptorship in clinical learning for an undergraduate nursing programme in the North West Province of South Africa

BackgroundThe preceptorship model has been widely used as a method of choice for clinical learning in nursing education institutions worldwide, including South Africa. The aim of the study was to determine factors influencing preceptorship in clinical learning in an undergraduate nursing programme in nursing education institutions in the North West Province of South Africa. MethodsA cross sectional design was conducted among preceptors (n = 9), preceptees (n = 177) and unit managers (n = 38) using total population sampling technique. Data about factors influencing preceptorship were collected and analysed using descriptive statistics and the Statistical Package for Social Sciences (SPSS version 23). ResultsThe following factors influenced preceptorship positively: course expectations discussed at the beginning of placement, preceptors and unit managers with adequate knowledge to meet the preceptees’ learning outcomes, hospital units were good clinical learning environments and good inter-professional relationships in the clinical areas. The factors that influenced preceptorship negatively included: the preceptors’ perceived insufficient knowledge and skills to meet the preceptees’ learning outcomes; and nurses in the units who did not support student supervision. ConclusionGood interpersonal and inter-professional relationships between stakeholders are important to influence preceptorship positively as do preceptors and unit managers with adequate knowledge to meet preceptees’ learning outcomes. Preceptorship could be enhanced by increasing the time spent in the clinical learning environment to meet expected preceptees’ learning outcomes.

Adult student nurses' experiences of encountering perceived child abuse or neglect during their community placement: Implications for nurse education

IntroductionWhile child nursing students may expect to encounter child abuse and neglect and assume a safeguarding role when they qualify, those undertaking adult nursing courses may not expect to come into contact with children and may be even less likely to expect to encounter child abuse or neglect. This paper presents the findings of an interpretative phenomenological analysis (IPA) study. Students learn through experience and reflection and Mezirow's Transformational Learning Theory (TLT) was used to explain the various ways in which nine adult nursing students attempted to make sense of and learn from their experiences of encountering perceived child abuse and neglect during their community placement. Study aimThe study aimed to examine the learning journeys of undergraduate adult nursing students who encountered perceived child abuse and neglect during their community placement. DesignThe research was located within an interpretative philosophical paradigm. Interpretative phenomenological analysis (IPA) provided an in-depth insight into participants' individual lived experiences. Setting and participantsThe fieldwork was undertaken at a Higher Education Institution in the North East of England. Participants were in the first year of an undergraduate nursing programme. MethodData were collected using semi-structured face-to-face interviews and analysed using IPA. FindingsThe nine participants underwent a process of transformational learning after encountering perceived child abuse and neglect. They found the initial experience disorientating because it challenged their pre-conceived ideas about families and communities. They experienced a range of negative emotional responses, including anger and some expressed judgmental views towards parents. However, their frames of reference changed as they began to critically reflect on and process their experiences and they were able to recognize, albeit to varying degrees, that they had enhanced their knowledge and learnt from the experience. Their understanding of the role of the adult nurse changed and they recognised they had an important role to play alongside other professionals in safeguarding children. ConclusionsThe findings highlight there is a need for HEIs to ensure students on adult nursing programmes understand they have a role to play in protecting children; they also highlight a need for more effective preparation and support.

Undergraduate nursing students' experience of clinical supervision.

BackgroundClinical supervision plays a major role in the undergraduate nursing programme. There have been some local studies addressing clinical supervision; however, there still remains a lack of knowledge and understanding how to improve quality supervision of undergraduate nursing students. This article is based on the authors’ original thesis.ObjectivesThe objective of the study was to explore the experiences of undergraduate nursing students on clinical supervision.MethodA descriptive design with a qualitative approach using focus group interviews was used to explore the experiences of undergraduate nursing students regarding clinical supervision. Purposive sampling was used for selection of 36 participants. The participants needed to be enrolled at the institution under study, at the time of the study, as undergraduate nursing students in order to meet the inclusion criteria. The participants also needed to have worked at clinical facilities where they received clinical supervision. Nine (n = 9) students were purposively selected from each year level to participate in focus group interviews. The interviews were analysed using content analysis.ResultsThe findings indicated both positive and negative experiences regarding clinical supervision. The results were tabulated in which the positive experiences were grouped together and were separated from the negative experiences of the undergraduate students. Positive experiences included the support that was received from supervisors. These were, however, overshadowed by many comments on negative experiences concerning the behaviour and competencies of the supervisors. The findings also confirmed that the students experienced differences in the clinical procedures demonstrated by various supervisors. Negative experiences that relate to abusive behaviour such as misuse of power were also found, as well the incongruence amongst clinical supervisors regarding clinical procedures. Recommendations were proposed to enhance clinical supervision and the learning experiences of student nurses.ConclusionThe study findings suggest a need for continuous professional development for clinical supervisors by means of in-service training as well as to maintain congruence by clinical supervisors when demonstrating clinical procedures.

Factors Associated With Dropout, Retention and Graduation of Nursing Students in Selected Universities in South Africa: A Narrative Review

Much has been discussed in workshops, meetings, seminars and nursing summits in South Africa but very little has been revealed in literature on the scourge of drop out, retention and graduation rates of nursing students. The authors reviewed literature related to dropout, retention, completion and graduation rates of nursing students in selected universities in South Africa. Journal articles from 2007-2016 were reviewed for emerging themes about nursing students’ dropout, retention, completion, success and graduation. Exclusion criteria: online or distance education programmes, postgraduate programmes, experimental or randomized control trials and previous review studies. Comprehensive electronic search was conducted for published longitudinal and cross- sectional studies. Specific databases: PubMed, MEDLINE, EBSCO host, CINHAL. Specific search terms: [“student” OR “nursing”], OR [“dropout” OR, “retention”], OR [“graduation”, OR “education” OR “success” OR “completion”] AND “universities” OR “undergraduate” AND [“strategies” OR “interventions”]. Thirty- four (34) studies met review criteria. Fifteen (15) (47.06%) of the studies reported results on attrition, 16 (47.06%) reported on retention and 3 (8.82%) reported on completion and graduation. Academic, personal, preparedness and social factors were associated with dropout, retention and graduation of nursing students in South Africa. Dropout from undergraduate nursing programme is fraught with many problems. There is a need for retention models. Without nurses, much of the public health outcomes will be hardly achieved. If the problem of dropout and retention with decreased graduation persists, the health services will be crumbled thus affecting the realization of the health outcome “a long and healthy lifestyle for all”.

간호학 학사과정의 재난교육 현황

간호학 학사과정의 재난교육 현황

Challenge Based Learning nurtures creative thinking: An evaluative study

BackgroundThe demand for more creative and innovative nurses and together with the rapid expansion of nurse education in Mainland China have called for new approaches to student learning. Challenge Based Learning, an active student-directed approach was incorporated into an elective course in an undergraduate nursing programme. Initially, the students were given some big ideas about the real world. They worked together in small groups to identify the most challenging problems from these ideas, develop some innovative solutions, formulate an action plan for a selected solution, carry out the actions and evaluate the outcome. ObjectivesTo evaluate the effectiveness of Challenge Based Learning on students' creativity and innovativeness. DesignQuasi-experimental. SettingsA medical university in Guangzhou, China. Method and ParticipantsA convenience sample of 48 undergraduate nursing students from the bilingual class, who enrolled in the elective course, Innovation and Creative Thinking was invited to participate in the evaluative study. They completed the Creativity and Innovation Effectiveness Profile before and after the course. ResultsApart from descriptive statistics, the mean scores of the Creativity and Innovation Effectiveness Profile between the pretest and posttest assessments were analyzed using the Wilcoxon signed ranks test. The results showed that the mean scores of all 7 domains (i.e. creative consciousness, levels of curiosity, pattern breaking skills, idea nurturing ability, willingness to experiment and take risks, courage and resilience and energetic persistence) of Creativity and Innovation Effectiveness were significantly higher in the posttest. ConclusionStudents can enhance their ability to innovate and create through learning. The successful practical experience of using CBL in the study provides a good reference for nurse teachers who want their students to be self-directed, creative and innovative.

Visual perceptions of ageing; A longitudinal mixed methods study of UK undergraduate student nurses' attitudes and perceptions towards older people.

Ageism and negative attitudes are said to be institutionally embedded in healthcare during a time when there are unprecedented increases in older population numbers. As nurses' care for older people in a range of environments it is important to examine attitudes and perceptions of undergraduate nurses towards older people. A longitudinal mixed methods study in conjunction with a three-year undergraduate UK nursing programme 2009-2012 was conducted with 310 undergraduate nurses. A questionnaire incorporating Kogan's attitude towards older people scale and a drawing of a person aged 75 years was completed three times, once each year. Thurstone scale and photo elicitation were also employed. Comparisons were made between individual participant's attitude score and drawing. The study established 75% of participants had moderately positive attitudes towards older people when the programme began, at the programme end this had increased to 98%. Age, gender, educational qualifications, practice learning, nursing field and contact with older people influenced participants' overall attitude score. Drawings provided a visual narrative of participants' perceptions of older people, appearance was a dominant discourse and the images were socially constructed. The study established the undergraduate nursing programme influenced attitudes and perceptions towards older people and suggests nurse education can influence changing attitudes. To date there is no known study that has advanced this understanding.

Problem-Based Learning in Teaching of Thanatology in Undergraduate Nursing Program

Abstract Objectives: To report a methodological experience of learning-based on problems in the discipline of Thanatology. Method: Experience report of professors of the baccalaureate degree in nursing using problem situations influenced by the methodology of questioning and problem-based learning. Results: The elaboration of three problem situations broadened the development of the formative process in Thanatology, favored reflections during the program of the discipline and approached the theory of real situations experienced by the students. Conclusions and implications for practice: This methodology was assessed as a viable and low-cost strategy in promoting empowerment on issues of death and dying. In addition, students self-assessed as reflective agents and builders of their own personal and professional growth.

Comparative Study of Professional Ethics Curriculum of Undergraduate Nursing Programs in Ten Selected Nursing Schools (2016)

Background: Extensive and rapid changes due to the emergence of new needs in healthcare centers have made nurses face a variety of ethical issues everyday. Nursing undergraduate graduates are expected to revise nursing care in the health system in accordance with ethical principles with their vision and ability. Obviously, the nursing education system plays a key role in shaping this process. One of the requirements of ethical skills training is the presence of a coherent and up-to-date curriculum in professional nursing ethics. The aim of this study was comparing the curriculums of professional ethics in the nursing undergraduate program in the top ten nursing schools of the world and Iran and providing suggested strategies for improving professional ethics in nursing based on community culture. Methods: This study was conducted with the help of Bereday’s four-step method of comparative analysis (description – interpretation – juxtaposition – comparison). The QS World University Rankings by Subject 2016 was employed to identify and select the top 10 nursing schools. The data collection tool was a researcher-made framework based on the curriculum components that was prepared and reviewed with the help of the supervisor and counselor professors. Content validity method was used to determine the validity of the data collection tool in this study Results: According to the findings, the educational strategies used to support learner’s experience of learning in the selected premier nursing schools were integration (9 faculties), student-centered (2faculties), community-centered (7 faculties), outcome-based, problem solving, and learning methods based on the needs of the community. In addition to assessing the knowledge of students through multiple-choice and written tests, their skills were also assessed by essay writing, practical work in the lab, case study, poster presentation, reflection, portfolio, continuous examination of practical skills, classroom activities, and objective structured clinical examination (OSCE). Conclusion: According to the results of this study, it is recommended to determine appropriate educational outcomes of the professional ethics curriculum according to the professional values, Islamic teachings and culture, and community needs; and to revise and tailor the content, manner of presentation, and method of education and assessment according to the identified outcomes. Keywords: COMPARATIVE STUDY, BEREDAY MODEL, CURRICULUM, PROFESSIONAL ETHICS, NURSING

The relationship between critical thinking and emotional intelligence in nursing students: A longitudinal study

BackgroundEmotional Intelligence and critical thinking are regarded as important traits that nurses have which may influence the quality of their work including clinical decision-making and reasoning ability and adoption of evidence-based practice and practice-based knowledge. ObjectivesThe aim of this study is to investigate nursing students' critical thinking dispositions and emotional intelligence as an essential skill, over the course of the undergraduate nursing program. DesignA longitudinal design.Setting and Participants.The research study was conducted as a longitudinal design. The target group of this study consists of 182 students studying at the faculty of nursing. Asymmetrical cluster sampling method has been applied to select the sample group and all students in their first academic year were included in the study. MethodInformation Form, California Critical Thinking Disposition Scale and Emotional Intelligence Assessment Scale were used in order to collect data. The data was analyzed by using frequency, standard deviation, Kruskal Wallis and Bonferroni test. ResultsThere was no relationship between sub-dimensions of emotional intelligence respectively; awareness of emotions, empathy, social skills in the first academic year and critical thinking disposition and the end of academic year. A moderate correlation was found in the positive direction between the self-motivation at the beginning of the academic year and critical thinking disposition at the end of the final academic year. ConclusionIt is recommended that the nursing scholarship investigates the current issues on the subjects of emotional intelligence and critical thinking in detail, discuss different aspects of the subjects and debate over the criticisms. Briefly, the discussion should go beyond the scope of nursing and include different aspects.

Exploring and Improving Student Engagement in an Accelerated Undergraduate Nursing Program through a Mentoring Partnership: An Action Research Study.

This Participatory Action Research (PAR) project aimed to engage students from an accelerated 'fast track' nursing program in a mentoring collaboration, using an interdisciplinary partnership intervention with a group of academics. Student participants represented the disciplines of nursing and paramedicine with a high proportion of culturally and linguistically diverse (CALD) students. Nine student mentors were recruited and paired with academics for a three-month 'mentorship partnership' intervention. Data from two pre-intervention workshops and a post-intervention workshop were coded in NVivo11 using thematic analysis. Drawing on social inclusion theory, a qualitative analysis explored an iteration of themes across each action cycle. Emergent themes were: 1) 'building relationships for active engagement', 2) 'voicing cultural and social hierarchies', and 3) 'enacting collegiate community'. The study offers insights into issues for contemporary accelerated course delivery with a diverse student population and highlights future strategies to foster effective student engagement.

O ENSINO DE ENFERMAGEM PISIQUIÁTRICA E SAÚDE MENTAL NO BRASIL: ANÁLISE CURRICULAR DA GRADUAÇÃO

RESUMO Objetivo: analisar as disciplinas de Enfermagem Psiquiátrica e Saúde Mental nas estruturas curriculares dos cursos de graduação em enfermagem brasileiros. Método: estudo exploratório de análise documental, cujos dados foram coletados nos websites das instituições que possuíam cadastro no site do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, através de instrumento elaborado para esse estudo, com informações relacionadas à instituição, disciplinas oferecidas na área, localização da(s) disciplina(s) no currículo e carga horária. Os dados obtidos foram lançados no Statistical Package for the Social Sciences 2.0 para realização da estatística descritiva. Resultados: dos 738 cursos cadastrados, 88,8% são oferecidos por instituições privadas, 72% das instituições pesquisadas disponibilizavam matriz curricular do curso on-line, dentre essas, 47,2% apresentavam ao menos uma disciplina na área, com média de 96 horas nas instituições privadas e 142 horas nas públicas, perfazendo 2,4% e 3,5% da carga horária total do curso, respectivamente. Conclusão: verificou-se a predominância de instituições privadas ofertando graduação em enfermagem e que há cursos que não oferece disciplina relacionada à Enfermagem Psiquiátrica e Saúde Mental. Notou-se também que não houve uma padronização de nomenclatura e do período para oferecimento dessa disciplina. Sugere-se pesquisas na área sobre o modo de como são ministrados os conteúdos teóricos e prático dessa disciplina.

Assistants in nursing working with mental health consumers in the emergency department.

Nursing students, regardless of setting, require skills in working with people with mental health issues. One way to provide students with learning opportunities within the context of limited undergraduate mental health content and lack of mental health placements is through employment as assistants in nursing (AIN). The purpose of the study was to investigate the use of AINs employed in an emergency department in South Australia to supervise (continuous observation) mental health consumers on inpatient treatment orders. Twenty-four participants took part in the study, with AINs (n=8, all studying in an undergraduate nursing programme), nurse managers (n=5), and nurses (n=11) participating in semi-structured interviews. Data were analysed using thematic analysis. Themes focused on (i) the AIN role, their practice, boundaries or restrictions of their role, and the image consumers have of AINs; (ii) learning through experience, where the AIN role was a practical opportunity to learn and apply knowledge obtained through university studies; and (iii) support, which focused on how AINs worked with nursing staff as part of the healthcare team. Overall, participants believed that AINs played an important role in the ED in supervising consumers on involuntary mental health treatment orders, where their unique role was seen to facilitate more positive consumer experiences. The AIN role is one way for nursing students to develop skills in working with people with mental health issues.

Capacity Development in an Undergraduate Nursing Program in Vietnam.

Background: Nurses are an essential human resource to ensure a healthy population and support the socio-economic development. However, little research has focused on the capacity development of nurses.Objective: The performance of a capacity development project for an undergraduate nursing program in Vietnam was reviewed to share lessons.Design: A descriptive case report.Setting: A baccalaureate nursing program in Vietnam from June 2014 to June 2016.Methods: A case report was analyzed in terms of the project's process, and the outcomes of 2 years' activities were evaluated.Results: Practice-based curriculum redesign and two basic nursing subjects were developed after five rounds of curriculum workshops. To improve application efficiency, two nursing experts were dispatched to provide instructions regarding the application of the new subjects. Three candidates were invited to complete their master's and doctoral studies in Korea. An advanced nursing education environment was supported with simulation labs equipped within a ubiquitous network. The result of experts' evaluation was excellent by every criterion of the Organization for Economic Co-operation and Development—Development Assistance Committee.Conclusions: The capacity development of a nursing program was possible through ownership, accountability, and results-based management. Gradual improvement in nursing academic and clinical capacity building based on research evidence can empower partner countries' nursing leadership. Introduction.

Addressing a global nursing perspective in an undergraduate nursing program: Student learning in clinical education

Objective: Although many educational student activities addressing global awareness are highlighted in the literature, the global nursing approach and how it is applied by students in clinical education is not widely described. After the implementation of a new global nursing curriculum, nursing students educated at The Swedish Red Cross University College are now engaged in counteracting inequalities in health. This paper aims to describe how nursing students apply the global nursing perspective during their clinical education.Methods: The study is based on students’ written individual reflective reports. The procedure for data analysis was inspired by a thematic and interpretive data synthesis. The four stages in Kolb’s learning cycle was used as a framework.Results: Four themes were identified: 1) Experiencing frailty, suffering and vulnerability; 2) Advocating quality of life and priorities in health; 3) Conceptualizing autonomy, involvement and participation; 4) Making a difference and acting with respect and an open mind.Conclusions: Consequently, students at the The Swedish Red Cross University College are confident in applying global nursing perspective in care actions. Nursing educators have a mutual responsibility to facilitate students’ knowledge transfers in global competencies and strategies to reduce the impact on the environment and on humans.

Lab mentors in a two-plus-two nursing program: A retrospective evaluation

Peer mentorships improve learning outcomes, student satisfaction, and confidence levels in undergraduate nursing students. In addition, volunteering as a mentor supports leadership development and proficiency in nursing skills. This article retrospectively evaluates an educational intervention using peer mentors in a 2-plus-2 undergraduate nursing program. Students enrolled in this program take prerequisite classes at a community college, then enter the baccalaureate program at the junior level and begin their nursing courses, completing all course work on the community college campus. Senior nursing students mentored the incoming junior students during their first semester as they practiced essential nursing skills in the clinical learning lab. Junior nursing students participating in this mentorship program expressed increased confidence and decreased anxiety levels while practicing clinical skills with mentors. Senior lab mentors valued the opportunity to support junior students in skills practice, and believed participation in the mentorship program improved their own nursing skills. There are several potential benefits of extending peer mentorships to the clinical lab setting for this unique student population as they transition to a baccalaureate nursing program.