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Rojas-Ocaña MJ, Romero-Martín M, Araujo-Hernández M, Teresa-Morales C, Feria-Ramírez C, Mena-Navarro FJ, Fernández-Martínez E. Peer mentoring experience related to information and communication technologies. A qualitative study. NURSE EDUCATION TODAY 2024; 142:106333. [PMID: 39116660 DOI: 10.1016/j.nedt.2024.106333] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2023] [Revised: 07/15/2024] [Accepted: 08/01/2024] [Indexed: 08/10/2024]
Abstract
INTRODUCTION Quality and inclusive education must include Information and Communication Technologies (ICT), which is a growing trend in educational environments since the COVID-19 pandemic. These technologies have transformed learning towards more collaborative and interactive models, but they also pose a barrier due to the lack of skills or knowledge about their use. This circumstance has been identified among some first-year nursing students. OBJECTIVE The present study focuses on exploring the perception of students who participated in the experience of peer mentoring to improve adaptation to the use of Information and Communication Technologies. DESIGN AND METHODS The study employed a descriptive qualitative approach, relying on in-depth interviews and a focus group conducted with 29 students who participated in the project between 2020 and 2023. Additionally, sociodemographic data and information about Information and Communication Technologies were collected through a self-administered questionnaire. RESULTS The findings indicate that mentors exhibited higher competencies than those being mentored, yet the experience was positive and satisfying for both, emerging as an effective strategy to facilitate learning. Another noteworthy result is the performance of younger students in the role of mentors, a fact that contradicts similar experiences. CONCLUSION In conclusion, peer mentoring emerges as a valid strategy for acquiring digital competencies and Information and Communication Technologies among first-year nursing students, fostering more inclusive learning environments.
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Affiliation(s)
- María Jesús Rojas-Ocaña
- Departamento de Enfermería, Universidad de Huelva, 21071 Huelva, Spain; Facultad de Enfermería, Avd. Tres de Marzo s/n, 21007 Huelva, Spain.
| | - Macarena Romero-Martín
- Departamento de Enfermería, Universidad de Huelva, 21071 Huelva, Spain; Facultad de Enfermería, Avd. Tres de Marzo s/n, 21007 Huelva, Spain.
| | - Miriam Araujo-Hernández
- Departamento de Enfermería, Universidad de Huelva, 21071 Huelva, Spain; Departamento de Enfermería, Fisioterapia y Podología, Universidad de Sevilla, 41009, Spain; Facultad de Enfermería, Avd. Tres de Marzo s/n, 21007 Huelva, Spain.
| | - Cristina Teresa-Morales
- Departamento de Enfermería, Universidad de Huelva, 21071 Huelva, Spain; Facultad de Enfermería, Avd. Tres de Marzo s/n, 21007 Huelva, Spain.
| | - Carmen Feria-Ramírez
- Departamento de Enfermería, Universidad de Huelva, 21071 Huelva, Spain; Facultad de Enfermería, Avd. Tres de Marzo s/n, 21007 Huelva, Spain.
| | - Francisco José Mena-Navarro
- Departamento de Enfermería, Universidad de Huelva, 21071 Huelva, Spain; Facultad de Enfermería, Avd. Tres de Marzo s/n, 21007 Huelva, Spain.
| | - Elia Fernández-Martínez
- Departamento de Enfermería, Universidad de Huelva, 21071 Huelva, Spain; Facultad de Enfermería, Avd. Tres de Marzo s/n, 21007 Huelva, Spain.
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Mingo SR, Fitch O, Tierney L, Nesbitt D. Promoting Academic Success in Nursing Education Through Academic Coaching: A Scoping Review. J Nurs Educ 2024; 63:515-524. [PMID: 39120507 DOI: 10.3928/01484834-20240501-02] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/10/2024]
Abstract
BACKGROUND Academic support services can improve undergraduate and graduate nursing program outcomes such as program completion and passing the NCLEX. Academic success coaching complements traditional support strategies by providing study skills and time management tools, promoting goal setting and self-efficacy, and referring students to support resources. This review examined interventions that academic success coaches use to improve student success and retention, licensing examination pass rates, and academic success. METHOD A scoping literature review identified types of interventions that resulted in significant improvement in student academic and holistic success. RESULTS Four classes of interventions were identified as effective in supporting student success: (1) academic support; (2) social and emotional support; (3) clinical guidance; and (4) course and program design. CONCLUSION Academic coaches are educated to identify student needs, provide support, and refer students to resources to improve academic outcomes. Future research should evaluate the need for academic success coaches to promote academic nursing student success. [J Nurs Educ. 2024;63(8):515-524.].
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Cuesta-Martínez R, González-Sanz P, Raventós-Torner RD, Jiménez-Herrera M, Aguarón-García MJ, Lorenzo-Allegue L, Font-Jimenez I. Experiences of nursing students in A peer mentoring program during their clinical practices. A qualitative study. NURSE EDUCATION TODAY 2024; 139:106234. [PMID: 38704946 DOI: 10.1016/j.nedt.2024.106234] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Revised: 04/23/2024] [Accepted: 04/29/2024] [Indexed: 05/07/2024]
Abstract
BACKGROUND Clinical placements allow nursing students to develop the skills and attitudes necessary to provide care. Peer mentoring programmes seem to facilitate these achievements, but there are very few studies on the effects of peer mentoring on clinical placements and what it can bring to both mentors and mentees. AIM To describe the perspectives of nursing students on a peer mentoring programme during their clinical placements. DESIGN A qualitative descriptive and exploratory study. SETTINGS AND PARTICIPANTS First year and third year nursing students were included. METHODS Focus groups were conducted with students after they participated in a peer mentoring programme during their clinical practice rotation. RESULTS The support received from the student mentors was very important both academically and personally. Mentors also acknowledged having improved their teaching and leadership skills. CONCLUSIONS Our results can be applied to future studies to inform peer mentoring programmes as a complementary teaching tool in clinical placements to improve leadership and empowerment in nursing students.
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Affiliation(s)
| | - Pilar González-Sanz
- Nursing Department, Faculty of Biomedical and Health Sciences, Universidad Europea de Madrid, Spain.
| | | | | | | | - Laura Lorenzo-Allegue
- Nursing Department, Faculty of Biomedical and Health Sciences, Universidad Europea de Madrid, Spain.
| | - Isabel Font-Jimenez
- Nursing Department, Faculty of Biomedical and Health Sciences, Universidad Europea de Madrid, Spain.
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Mingo SR, Wolf ZR. Academic program enhancement supporting the success of undergraduate nursing students and graduates. J Prof Nurs 2024; 53:8-15. [PMID: 38997202 DOI: 10.1016/j.profnurs.2024.02.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2023] [Revised: 02/18/2024] [Accepted: 02/25/2024] [Indexed: 07/14/2024]
Abstract
Nursing program administrators, faculty, academic success coaches, and remediation specialists have implemented many interventions in support of baccalaureate nursing students' retention and graduates' NCLEX-RN® first-time pass rates. A private university's undergraduate nursing program's team incorporated additional evidence-based interventions aimed improving students' achievement of benchmarks following a 3-year decline in NCLEX-RN pass rates. Interventions expanded the prelicensure academic program's activities using a continuous quality improvement approach. A simulation center was constructed and a director was hired. A consultant also facilitated faculty engagement in curricular revisions. A new position, coordinator tutor/remediation specialist, was filled and the academic success coach launched interventions that complemented an initial and subsequent strategies for success initiative. New interventions were trialed and evaluated and became integral to students' and graduates' success. The academic success coach's commitment to students' achievements promoted their engagement in interventions. Pass rates increased and were sustained. Examples of interventions, supported by evidence, are presented in tables for review. A logic model depicts components of the program plan and its interventions as augmented by prospective strategies and remediation interventions. Continuous quality improvement processes will continue. Students and graduates have commented positively on the benefits of the assorted, success-promoting interventions.
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Affiliation(s)
- Sharon R Mingo
- School of Nursing and Health Sciences, La Salle University, 1900 West Olney Avenue, Philadelphia, PA 19141, USA.
| | - Zane Robinson Wolf
- School of Nursing and Health Sciences, La Salle University, 1900 West Olney Avenue, Philadelphia, PA 19141, USA.
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Lillekroken D, Kvalvaag HM, Lindeflaten K, Flølo TN, Krogstad K, Hessevaagbakke E. Educating the nurses of tomorrow: exploring first-year nursing students' reflections on a one-week senior peer-mentor supervised inspiration practice in nursing homes. BMC Nurs 2024; 23:132. [PMID: 38378512 PMCID: PMC10877788 DOI: 10.1186/s12912-024-01768-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Accepted: 01/28/2024] [Indexed: 02/22/2024] Open
Abstract
BACKGROUND Worldwide, 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. METHODS The 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. RESULTS The 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. CONCLUSION Mentorship 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.
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Affiliation(s)
- Daniela Lillekroken
- Department of Nursing and Health Promotion, Oslo Metropolitan University, PB 4 St. Olavs plass N, 0130, Oslo, Norway.
| | - Heidi M Kvalvaag
- Department of Nursing and Health Promotion, Oslo Metropolitan University, PB 4 St. Olavs plass N, 0130, Oslo, Norway
| | - Katrin Lindeflaten
- Department of Nursing and Health Promotion, Oslo Metropolitan University, PB 4 St. Olavs plass N, 0130, Oslo, Norway
| | - Tone Nygaard Flølo
- Department of Nursing and Health Promotion, Oslo Metropolitan University, PB 4 St. Olavs plass N, 0130, Oslo, Norway
| | - Kristine Krogstad
- Department of Nursing and Health Promotion, Oslo Metropolitan University, PB 4 St. Olavs plass N, 0130, Oslo, Norway
| | - Elisabeth Hessevaagbakke
- Department of Nursing and Health Promotion, Oslo Metropolitan University, PB 4 St. Olavs plass N, 0130, Oslo, Norway
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Yuliawati L, Virlia S, Sandjaja M, Sari TP, Sihombing B, Dorkas MA, Onggono JN, Kristianingsih SA. Could Purpose in Life Help Unmotivated Students to Thrive? When Motivation and Purpose in Life Matter for Peer Mentoring. Psychol Res Behav Manag 2023; 16:3139-3149. [PMID: 37584039 PMCID: PMC10424690 DOI: 10.2147/prbm.s425161] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Accepted: 08/02/2023] [Indexed: 08/17/2023] Open
Abstract
Purpose The present study investigated the effect of extrinsic motivation, amotivation, the presence of and search for purpose, and their interaction effects on the perceived positive outcomes of being a peer mentor in college. Methods We tested a cross-sectional data using correlation design and moderation model. Participants were 232 undergraduate students who served as mentors for freshmen. Data was collected through an online survey. Results Extrinsic motivation was positively, but amotivation not significantly, associated with perceiving the benefits of being a mentor. The presence of and search for purpose showed positive correlation with positive outcomes. Both the search for and presence of purpose moderated the relation between amotivation and the positive outcomes of being a mentor. Conclusion The presence of purpose and the search for purpose moderates the relationship between amotivation and the positive outcomes of being a mentor.
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Affiliation(s)
- Livia Yuliawati
- School of Psychology, Universitas Ciputra Surabaya, Surabaya, Indonesia
| | - Stefani Virlia
- School of Psychology, Universitas Ciputra Surabaya, Surabaya, Indonesia
| | - Meilani Sandjaja
- School of Psychology, Universitas Ciputra Surabaya, Surabaya, Indonesia
| | - Tasia Puspa Sari
- School of Psychology, Universitas Ciputra Surabaya, Surabaya, Indonesia
| | - Bhaktiar Sihombing
- Program Studi Pendidikan Agama Kristen, Sekolah Tinggi Teologi Injili Bethsaida, Medan, Indonesia
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Regan C, Want DR. Peer Mentoring of Prelicensure Nursing Students in Simulation. Nurse Educ 2023; 48:53. [PMID: 35816186 DOI: 10.1097/nne.0000000000001259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Affiliation(s)
- Claire Regan
- By Claire Regan , BSN, RN, and David R. Want , DNP, FNP-C, RN, CHSE, Conway School of Nursing, The Catholic University of America, Washington, District of Columbia,
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Mumba MN, Horton AG, Cole H, Dickson B, Brown W, Parker K, Tice J, Key B, Castillo R, Compton J, Cooney A, Devers S, Shoemaker I, Bartlett R. Development and implementation of a novel peer mentoring program for undergraduate nursing students. Int J Nurs Educ Scholarsh 2023; 20:ijnes-2022-0013. [PMID: 36787343 DOI: 10.1515/ijnes-2022-0013] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2022] [Accepted: 12/15/2022] [Indexed: 02/15/2023]
Abstract
OBJECTIVES Given the dynamic and high-stress environment of nursing education today, the need arose for the development and implementation of a novel peer mentoring program to support undergraduate nursing students. Peer mentoring refers to a network of support in which a more skilled or experienced person serves as a role model for a less skilled person for professional development and personal growth. Peer mentoring provides a support system that encourages self-confidence and increases self-worth for both the mentee and the mentor. The undergraduate student peer mentoring program in a large, Southeastern United States, university-based, 4-year school of nursing was created in response to a desire for more support conveyed by upper-level nursing students. METHODS A model was developed whereby each incoming nursing student (Semester 1) would be paired with a senior nursing student (Semesters 3, 4, or 5). This mentoring dyad was then assigned to a faculty mentor who ensured that the mentoring relationship was functioning in accordance with established guidelines and provided support to both the student mentee and the student mentor. RESULTS The first cohort was comprised of 20 mentoring dyads. Subsequent cohorts have ranged from 20 to 45 mentoring dyads. To date, over 300 nursing students have participated in the undergraduate peer mentoring program. Based on feedback from student evaluation surveys, both mentors and mentees appreciate and find value in the program. Approximately 93% of student mentors indicated that they would have appreciated such a program when they were first semester nursing students. CONCLUSION Some of the challenges of navigating nursing programs are not related to lack of academic aptitude. Rather, other challenges, including lack of social support and soft skills needed to successfully complete the first and second semesters of nursing school. These are critical challenges that a peer mentor could help to meet.
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Affiliation(s)
- Mercy Ngosa Mumba
- Capstone College of Nursing, The University of Alabama, Tuscaloosa, AL, USA
| | | | - Heather Cole
- Capstone College of Nursing, The University of Alabama, Tuscaloosa, AL, USA
| | - Brian Dickson
- Capstone College of Nursing, The University of Alabama, Tuscaloosa, AL, USA
| | | | - Kimberly Parker
- Capstone College of Nursing, The University of Alabama, Tuscaloosa, AL, USA
| | - Johnny Tice
- Moffett & Sanders School of Nursing, Samford University, Birmingham, AL, USA
| | - Betty Key
- Moffett & Sanders School of Nursing, Samford University, Birmingham, AL, USA
| | - Rachael Castillo
- Surgical Intensive Care Unit, University of Alabama at Birmingham System, Birmingham, AL, USA
| | - Jessica Compton
- Cardiac Intensive Care Unit, St Vincent's Hospital, Birmingham, AL, USA
| | - Abigail Cooney
- Cardiovascular Intensive Care Unit, Piedmont Hospital, Atlanta, GA, USA
| | - Skylar Devers
- Transplant Unit, St. Luke's Health, Houston, TX, USA
| | - Isabella Shoemaker
- Pediatric Hematology/Oncology/Blood and Marrow Transplant, Children's Healthcare of Atlanta, Atlanta, GA, USA
| | - Robin Bartlett
- Capstone College of Nursing, The University of Alabama, Tuscaloosa, AL, USA
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Lim S, Xin Min L, Chan CJW, Dong Y, Mikkonen K, Zhou W. Peer mentoring programs for nursing students: A mixed methods systematic review. NURSE EDUCATION TODAY 2022; 119:105577. [PMID: 36179425 DOI: 10.1016/j.nedt.2022.105577] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Revised: 08/18/2022] [Accepted: 09/18/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Peer mentoring in nursing is imperative to both mentors' and mentees' personal and professional development. Yet, there is a dearth of reviews appraising the relevant qualitative and quantitative studies reported in the literature. OBJECTIVES To synthesize the best evidence exploring the impacts of peer mentoring programs on nursing students. DESIGN A mixed-method systematic review. DATA SOURCES Published and unpublished literature written in English between January 2011 and May 2022 were identified from nine databases, including PubMed, CINAHL, Cochrane Library, Embase, and PsycINFO. REVIEW METHODS A systematic search strategy was applied in June 2021. Two reviewers independently screened and selected the eligible studies focusing on nursing students in higher education institutions who participated in peer mentoring programs. We included studies of quantitative, qualitative, or mixed methods and explored the main outcomes of peer mentoring programs. Eligible studies were appraised independently using the Joanna Briggs Institute (JBI) Critical Appraisal Checklists. Two independent reviewers extracted relevant data using a standardized form. A meta-analysis, narrative synthesis, and meta-aggregation were then conducted, followed by a convergent segregated approach to integrate the findings. RESULTS Thirty-one studies were selected for analysis. We aggregated four sets of synthesized findings from fourteen categories. A meta-analysis of the data showed that the intervention group experienced significant improvement in stress levels. In addition, the integrated results revealed peer mentors, with the support of academia, served as rich resources and support for peer mentees. CONCLUSION This review highlights the importance of providing support to peer mentors to help them achieve the desired outcomes of peer mentoring while they cater to the needs of nursing student mentees.
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Affiliation(s)
- Siriwan Lim
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; National University Health System, Singapore.
| | - Lim Xin Min
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Department of Nursing, Tan Tock Seng Hospital, National Healthcare Group, Singapore.
| | - Cheryl Jia Wen Chan
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Department of Nursing, Tan Tock Seng Hospital, National Healthcare Group, Singapore.
| | - YanHong Dong
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; National University Health System, Singapore.
| | - Kristina Mikkonen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland; The Finnish Centre for Evidence-Based Health Care: a JBI Centre of Excellence, Helsinki, Finland.
| | - Wentao Zhou
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; National University Health System, Singapore.
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Yarbrough A, Phillips LK. Peer mentoring in nursing education: A concept analysis. Nurs Forum 2022; 57:1545-1550. [PMID: 36352524 DOI: 10.1111/nuf.12832] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Revised: 10/27/2022] [Accepted: 10/28/2022] [Indexed: 06/16/2023]
Abstract
AIM This peer-mentoring concept analysis aimed to explore and define the concept of peer mentoring in nursing education and the impact it may have on nursing education. BACKGROUND A lack of literature exists explicitly defining peer mentoring in nursing education. The interchangeable use of processes, terms, and applications may contribute to the lack of consistency and obscurity of nursing education scholarship on peer mentoring. Since peer mentoring can be used to enhance student success, there is a need to clarify the concept of peer mentoring in nursing education for accuracy in future nursing education research. DESIGN/REVIEW METHOD Using Walker and Avant's framework, the authors identified defining attributes, antecedents, and consequences of peer mentoring. DATA SOURCE The literature search involved a combination of terms in the MEDLINE with Full Text, Academic Search Complete, Humanities International, ERIC, CINAHL, Health Source: Nursing/Academic Edition, and Consumer Health Complete-EBSCOhost databases. RESULTS This concept analysis revealed a consistent definition of peer mentoring for use in nursing education. The definition of peer mentoring in nursing education is a formal learning partnership between two individuals (mentor and mentee) with differing levels of nursing school experience. The peer mentor promotes a positive academic and emotionally supportive environment, decreasing stress and increasing the mentee's confidence and competency. CONCLUSION A shared definition and understanding of peer mentoring within nursing education can contribute to the consistent use of the concept in research and advance the scholarship of nursing education.
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Affiliation(s)
- Amy Yarbrough
- Tanner Health System School of Nursing, University of West Georgia, Carrollton, Georgia, USA
| | - Laura K Phillips
- Tanner Health System School of Nursing, University of West Georgia, Carrollton, Georgia, USA
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Majors E, Raber AM, Garrigues L, Moceri J. Peer-Mentoring: A Call to Create Inclusive Programs to Support All Students' Ability to Be Successful. J Nurs Educ 2022; 61:633-635. [DOI: 10.3928/01484834-20221010-01] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Kurt Y, Özkan ÇG, Öztürk H. Comparison of the effects of face-to-face and electronic peer mentoring on students' care plan preparation and motivation levels. NURSE EDUCATION TODAY 2022; 116:105455. [PMID: 35780690 DOI: 10.1016/j.nedt.2022.105455] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Revised: 06/08/2022] [Accepted: 06/22/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND It is a basic requirement in professional nursing education that nursing students learn the process of caring as the entity at the center of nursing practice. Peer mentoring programs can be beneficial for the mutual growth of mentors and mentees and improve the care competencies of nursing students. OBJECTIVE To compare the effects of face-to-face and electronic peer mentoring on students' nursing process-based patient care plan preparation and motivation levels for the course. DESIGN The study used an experimental three-group design. SETTINGS AND PARTICIPANTS This experimental study was conducted with 83 first- and 6 fourth-year nursing students. METHOD The data were collected with the information and opinion form, the Instructional Materials Motivation Survey (IMMS), and the Nursing Care Plan Rubric (NCPR). In the study, conducted with three subgroups of each group, the experimental group received electronic peer mentoring (EPM), and the experimental group 2 received face-to-face peer mentoring (FPM), while the control group did not receive any intervention. RESULTS It was statistically significant that the students in the EPM group had higher patient care plan preparation scores than the FPM and control groups, and the FPM group had higher patient care plan preparation scores than the control group (p < 0.05). Also, the students in the FPM group had statistically significantly higher confidence-satisfaction sub-dimension scores on the IMMS than those in the EPM and control groups (p < 0.05). CONCLUSION While electronic peer mentoring was effective on the patient care plan preparation levels of first-year nursing students, face-to-face peer mentoring was more effective in increasing the students' confidence and attitude levels and thus their motivation levels.
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Affiliation(s)
- Yeter Kurt
- Karadeniz Technical University, Nursing Department, Trabzon, Türkiye.
| | | | - Havva Öztürk
- Karadeniz Technical University, Nursing Department, Head of the Fundamental of Nursing, Trabzon, Türkiye
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Wang AH, Lee CT, Pina VR. A virtual peer mentoring intervention for baccalaureate nursing students: A mixed-methods study. J Prof Nurs 2022; 41:33-42. [DOI: 10.1016/j.profnurs.2022.04.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2021] [Revised: 04/14/2022] [Accepted: 04/17/2022] [Indexed: 11/28/2022]
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Canzan F, Saiani L, Mezzalira E, Allegrini E, Caliaro A, Ambrosi E. Why do nursing students leave bachelor program? Findings from a qualitative descriptive study. BMC Nurs 2022; 21:71. [PMID: 35351118 PMCID: PMC8966353 DOI: 10.1186/s12912-022-00851-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2021] [Accepted: 03/15/2022] [Indexed: 11/25/2022] Open
Abstract
Background Over the past few years, the phenomenon of “nursing student attrition” has been unevenly studied. Investigators often focused on independent predictors as age, family obligations, final grade of high school, demanding physical and mental workload and others. Specifically, just a few studies applied qualitative methods to better comprehend the very needs of first year students enrolled in a bachelor’s degree in nursing sciences (BSN), to sustain their learning process and define effective strategies to reduce student drop-out. Methods We conducted a qualitative descriptive study. Thirty-one nursing students at Verona University were interviewed using a semi-structured guide. Data analysis was performed according to a descriptive approach by Sandelowski & Barroso (2000). Results A total number of 31 students were interviewed. The most recurrent themes regarding the reasons behind BSN drop-out were: understanding that they were not suited to be nurses, perception of missing/lack of psychological, physical and practical resources needed to successfully cope with both nursing school and the nursing profession, inconsistencies between the image of the profession and the reality of the job, feelings of disappointment for the experiences of internship, perceived lack of support from the clinical teacher while going through difficult experiences. Conclusions We can consider a part of these drop-out decisions normal, even physiological when students come to realise that they are not suited for the nursing profession. However, it’s important to guide nursing students with adequate counselling in order to give them the essential tools to cope with the training and the future as health professionals.
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Affiliation(s)
- Federica Canzan
- Department of Diagnostics and Public Health, University of Verona, Strada le Grazie 8, 37100, Verona, Italy.
| | - Luisa Saiani
- Department of Diagnostics and Public Health, University of Verona, Strada le Grazie 8, 37100, Verona, Italy
| | - Elisabetta Mezzalira
- Department of Diagnostics and Public Health, University of Verona, Strada le Grazie 8, 37100, Verona, Italy
| | | | - Arianna Caliaro
- Azienda Ospedaliera Universitaria Integrata Verona, Verona, Italy
| | - Elisa Ambrosi
- Department of Diagnostics and Public Health, University of Verona, Strada le Grazie 8, 37100, Verona, Italy
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15
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Jacobsen TI, Sandsleth MG, Gonzalez MT. Student nurses’ experiences participating in a peer mentoring program in clinical placement studies: A metasynthesis. Nurse Educ Pract 2022; 61:103328. [DOI: 10.1016/j.nepr.2022.103328] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Revised: 02/16/2022] [Accepted: 03/08/2022] [Indexed: 11/28/2022]
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16
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Volstad C, Hughes J, Jakubec SL, Flessati S, Jackson L, Martin-Misener R. "You have to be okay with okay": experiences of flourishing among university students transitioning directly from high school. Int J Qual Stud Health Well-being 2020; 15:1834259. [PMID: 33106113 PMCID: PMC7594843 DOI: 10.1080/17482631.2020.1834259] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Abstract
Mental health is central to overall wellbeing and, for students attending university, mental health is critical for learning and academic success. A wealth of research has focused on young people who experience psychosocial declines during academic and developmental transitions, but little is known about how young people flourish in this transition. The first to explore the experiences of flourishing among first-year Canadian university students making the transition directly from high school, this study sought to develop an understanding of: 1) the factors that promote flourishing amidst this academic and developmental transition, and 2) how first-year students define and experience flourishing. An interpretive phenomenological approach underpinned by Gadamerian hermeneutic philosophy was used to explore experiences of flourishing, using semi-structured interviews, in a sample of nine full-time, first-year university students, ages 18-20 years. What it meant to flourish amidst this developmental and academic transition and how participants defined flourishing offer new understandings of the concept associated with: 1) personal/individual aspects of flourishing, 2) contextual nature of flourishing, 3) temporality of flourishing, 4) dialectic aspects of flourishing. Implications for practice, policy, and research in light of these new understandings are discussed.
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Affiliation(s)
- Christina Volstad
- Mental Health Nurse Clinician, Alberta Health Services , Calgary, Canada
| | - Jean Hughes
- School of Nursing; Research Scientist at IWK Health Centre; Senior Researcher with Healthy Populations Institute, Dalhousie University , Halifax, Canada
| | - Sonya L Jakubec
- Faculty of Health, Community and Education School of Nursing, Mount Royal University , Calgary, Canada
| | - Sonya Flessati
- Registered Psychologist, Mount Royal University , Calgary, Canada
| | - Lois Jackson
- Health Promotion, School of Health and Human Performance, Faculty of Health, Dalhousie University , Halifax, Canada
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17
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Nouri JM, Khademolhoseini S, Khaghanizadeh M, Mollahadi M. Design and Psychometrics of the Mentoring Questionnaire among Bachelor's Degree Students in Nursing. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2020; 25:314-318. [PMID: 33014743 PMCID: PMC7494173 DOI: 10.4103/ijnmr.ijnmr_138_19] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/08/2019] [Revised: 03/11/2020] [Accepted: 04/15/2020] [Indexed: 12/03/2022]
Abstract
BACKGROUND Regarding the importance of mentoring in nursing and lack of attention to this issue, as well as the lack of a suitable questionnaire to assess mentoring, this study was carried out to design and analyze psychometric properties of mentoring among bachelor's degree students in nursing. MATERIALS AND METHODS In a mixed method study, the validity and reliability of the Mentoring Questionnaire were measured after designing it. The study sample included all undergraduate nursing students of one of the nursing schools in Tehran, Iran. In the qualitative phase, item generation, face, and content validity were performed. In the quantitative phase, construct validity and reliability were performed. The Cronbach's alpha coefficient and Interclass Correlation Coefficient (ICC) test were exploited for data analysis and reliability assessment, respectively. RESULTS The number of items designed for the Mentoring questionnaire was twenty. Finally, the Mentoring Questionnaire was designed with 16 items. The Cronbach's alpha coefficient of the Mentoring Questionnaire was 0.96. In addition, the results of the ICC showed the high reliability of the Mentoring Questionnaire (ICC = 0.99). The indices derived from Exploratory Factor Analysis (EFA) revealed that the Mentoring Questionnaire had appropriate construct validity. CONCLUSIONS Given the results of this study, as well as the importance of mentoring measurement among nursing students and the lack of access to a valid questionnaire, it can be concluded that the Mentoring Questionnaire is a useful tool for bachelor's degree nursing students.
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Affiliation(s)
- Jamileh Mokhtari Nouri
- Department of Medicine, Quran and Hadith Research Center, Tehran, IR, Iran
- Department of Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, IR, Iran
| | - Seyyedmohammad Khademolhoseini
- Department of Medicine, Quran and Hadith Research Center, Tehran, IR, Iran
- Department of Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, IR, Iran
| | - Morteza Khaghanizadeh
- Behavioral Sciences Research Center, Baqiyatallah University of Medical Sciences, Tehran, IR, Iran
| | - Mohsen Mollahadi
- Assistant Professor in Nursing Education, Exercise Physiology Research Center,Life Style Institue and Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, IR, Iran
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