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Skrovanek E, Karakachian A, Nolfi D. The Effects of Mentoring Programs on Mental Health in Undergraduate Nursing Students: An Integrative Review. Nurs Educ Perspect 2024:00024776-990000000-00256. [PMID: 38980668 DOI: 10.1097/01.nep.0000000000001300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/10/2024]
Abstract
AIM The aim of this study was to examine the effects of mentoring programs on undergraduate nursing students' mental health. BACKGROUND The study of nursing has been cited as stressful, with negative effects on academic and physical well-being and mental health in nursing students. METHOD An integrative review of the literature using the method of Whittemore and Knafl was performed on mentoring programs designed to mitigate student stress. Electronic databases searched included CINAHL, Medline, PubMed, Embase, ERIC, and Scopus. RESULTS The eight studies included in this review suggest that mentoring has positive impacts on nursing students' mental health, reducing stress and anxiety and enhancing well-being and sense of belonging. CONCLUSION Mentoring programs have positive effects on mental health outcomes in undergraduate nursing students. Implementation of structured programs at the start of undergraduate studies can facilitate increased mental and physical well-being and decrease stress and anxiety.
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Affiliation(s)
- Elizabeth Skrovanek
- About the Authors Elizabeth Skrovanek, PhD, RN, is an assistant professor, School of Nursing, Duquesne University, Pittsburgh, Pennsylvania. Angela Karakachian, PhD, RN, is an assistant professor, School of Nursing, Duquesne University. David Nolfi, MLS, AHIP, is health science librarian, Duquesne University Gumberg Library. This work was supported by the Presidential Faculty Summer Writing Award at Duquesne University. The authors acknowledge the assistance of Melanie Turk, PhD, RN, FTNSS, and Sr. Rosemary Donley, PhD, APRN, BC, FAAN, of Duquesne University, for reviewing the manuscript and providing feedback. For more information, contact Dr. Skrovanek at
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Sedigh A, Bagheri S, Naeimi P, Rahmanian V, Sharifi N. The effect of peer mentoring program on clinical academic progress and psychological characteristics of operating room students: a parallel randomized controlled trial. BMC MEDICAL EDUCATION 2024; 24:438. [PMID: 38649841 PMCID: PMC11036741 DOI: 10.1186/s12909-024-05424-z] [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: 12/29/2023] [Accepted: 04/12/2024] [Indexed: 04/25/2024]
Abstract
BACKGROUND One of the new educational systems is the mentorship method. This study aimed to investigate the effect of peer mentoring program on clinical academic progress and psychological characteristics of operating room students. METHODS This research was a randomized controlled trial that was conducted on undergraduate students in the operating room department of Khomein Faculty of Medical Sciences, Markazi Province in Iran. The number of operating room students were 70 that were divided into intervention and control groups by random allocation using Permuted Block Randomization. Inclusion criteria included all operating room students who were in internship, and exclusion criteria included failure to complete the questionnaires. The data collection tools were the demographic questionnaire, Depression Anxiety Stress Scale, Rosenberg Self-Esteem Scale and Situational Motivational Scale. In the control group, clinical training was done in the traditional way. In the intervention group, training was done by peer mentoring method. The obtained data were analyzed using descriptive statistics, independent t-test, paired t-test, chi-square test, ANCOVA, univariable and multivariable linear regression. RESULTS The study revealed significant differences between the intervention and control groups. Post-intervention, the intervention group demonstrated substantial increases in self-confidence (mean difference = 5.97, p < 0.001) and significant reductions in stress levels (mean difference = -3.22, p < 0.001). Conversely, minimal changes were noted in the control group for both self-confidence (mean difference = 0.057, p = 0.934) and stress levels (mean difference = 0.142, p = 0.656). Although both groups experienced decreases in anxiety and depression levels, these changes were not statistically significant (p > 0.05). Furthermore, the intervention significantly enhanced academic progress in the intervention group compared to the control group (mean difference = 20.31, p < 0.001). CONCLUSION The results showed that the implementation of the peer mentoring program was effective in improving academic progress, self-confidence, and reducing the stress of operating room students. Therefore, this educational method can be used in addition to the usual methods to improve the education of operating room students.
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Affiliation(s)
- Amin Sedigh
- Molecular and Medicine Research Center, Khomein University of Medical Sciences, Khomein, Iran
| | - Sara Bagheri
- Department of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Pariya Naeimi
- Student Research Committee, Khomein University of Medical Sciences, Khomein, Iran
| | - Vahid Rahmanian
- Department of Public Health, Torbat Jam Faculty of Medical Sciences, Torbat Jam, Iran
| | - Nader Sharifi
- Department of Public Health, Khomein University of Medical Sciences, Khomein, Iran.
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Rojas Reyes J, Macias Inzunza L, Baeza Contreras M, Arévalo Valenzuela C, Munilla González V. Formation of Interpersonal Competencies Through Interprofessional Simulation: Nursing and Medicine. Nurs Educ Perspect 2023; 44:154-158. [PMID: 36988460 DOI: 10.1097/01.nep.0000000000001104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
Abstract
AIM The aim of this study was to analyze the process of interpersonal competencies formation in nursing and medical students who participated in a standardized interprofessional clinical simulation. BACKGROUND Interprofessional education in health sciences has had an important impact on the development of relational qualities centered on the patient. METHOD The study followed a qualitative interpretive approach with students. Students who participated in clinical simulation activities were asked about their experiences and their learning process with respect to interpersonal competencies. A thematic analysis of the data was performed. RESULTS Three themes emerged: 1) approaching the practice with uncertainty and fear of new relationships, 2) reflecting on decisions while recognizing distinctive roles, and 3) recognizing the human sense of practice while developing skills for caring and curing. CONCLUSION Students underwent this process and learned about empathy, communication, critical reflexive thinking, and teamwork.
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Affiliation(s)
- Jennifer Rojas Reyes
- About the Authors Jennifer Rojas Reyes, PhD, RN, is a professor, Faculty of Nursing, University of Antioquia, Colombia. Lylian Macias Inzunza, MSc, RN, is a professor and PhD candidate in education, School of Nursing, University of Santiago, Chile. The other authors are with the School of Nursing, University of Santiago, Chile. Marcela Baeza Contreras, MSc, RN, is director. Carolina Arévalo Valenzuela, MSc, RN, is a professor. Viviana Munilla González, MSc, RN, is a professor. This project was funded by the Vice-Rectory of Research and Development through the Direction of Scientific and Technological Research, DICYT, No. 031902MI, University of Santiago, Chile. The authors thank all directors and those at the school of nursing and the medical school who made this study possible. For more information, contact Jennifer Rojas Reyes at
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Cleary M, Thapa DK, West S, Lopez V, Williamson M, Sahay A, Kornhaber R. Mentoring students in doctoral nursing programs: A scoping review. J Prof Nurs 2023; 45:71-88. [PMID: 36889896 DOI: 10.1016/j.profnurs.2023.01.010] [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: 06/02/2022] [Revised: 01/05/2023] [Accepted: 01/18/2023] [Indexed: 02/17/2023]
Abstract
BACKGROUND Academic mentorship usually involves an ongoing, supportive relationship between experienced academics and research candidates, and is fundamental to establishing and nurturing scholarship and the skills for dealing with the changing demands of the academic environment. Mentoring is a valuable strategy for the development of students enrolled in doctoral nursing programs (Doctor of Philosophy in Nursing - PhD, Doctor of Nursing Practice - DNP, Doctor of Nursing Science - DNS, and Doctoral Education in Nursing - EdD). PURPOSE To report mentorship experiences among doctoral nursing students and academic mentors, identify positive and negative attributes of mentors and the relationship between mentors and students, and assess the benefits and barriers of mentoring. METHODS Relevant empirical studies published until September 2021 were identified using PubMed, CINAHL and Scopus electronic databases. Quantitative, qualitative, and mixed method studies published in English language which reported on mentorship among doctoral nursing students were included. Data were synthesized into a scoping review with findings presented as a narrative summary. RESULTS The review included 30 articles, mostly from the USA, which reported on the mentoring relationship, experiences, benefits, and barriers of mentoring for the student and the mentor. Students valued mentor attributes such as being a role model, respectful, supportive, inspiring, approachable, accessible, a content expert and a good communicator. Benefits of mentoring included enhanced experience of research endeavours, scholarly writing and scientific publication, networking support, improved student retention, timely completion of the project, and career readiness, as well as developing one's own mentoring skills for future mentoring of others. Despite the identified benefits, there are a number of barriers related to mentoring including access to mentorship support, limited mentoring skills among faculty, and lack of compatibility between students and mentors. CONCLUSIONS This review highlighted students' expectations versus their reality of mentoring, which suggested areas for improvement in mentoring doctoral nursing students, in particular the need for mentorship competency, support, and compatibility. Additionally, there is a need for more robust research designs to understand the nature and characteristics of mentorship programs for doctoral nursing students and to assess the expectations and wider experiences of mentors.
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Affiliation(s)
- Michelle Cleary
- School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia.
| | | | - Sancia West
- School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia
| | - Violeta Lopez
- School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia
| | - Moira Williamson
- School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia
| | - Ashlyn Sahay
- School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia
| | - Rachel Kornhaber
- College of Health and Medicine, University of Tasmania, Sydney, NSW, Australia
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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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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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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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Dyadic teaching in nursing student education: A secondary analysis. Collegian 2022. [DOI: 10.1016/j.colegn.2021.09.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Torbjørnsen A, Hessevaagbakke E, Grov EK, Bjørnnes AK. Enhancing students learning experiences in nursing programmes: An integrated review. Nurse Educ Pract 2021; 52:103038. [PMID: 33813344 DOI: 10.1016/j.nepr.2021.103038] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Revised: 03/17/2021] [Accepted: 03/19/2021] [Indexed: 11/30/2022]
Abstract
Nursing as a profession is both fragmented and complex. The education setting is demanding, and prepared students are more clinically and academically robust. Therefore, nursing programmes should implement high-quality teaching based on the best available scientific evidence to improve learning quality and students' experience. This study aimed to identify the teaching tools used to enhance students' perceived experiences in undergraduate nursing programmes. Nine databases were systematically searched to identify quantitative and qualitative studies regarding the teaching tools utilised across nursing education programmes. Results were summarised following a systematic integrated review framework. The searches identified 15,886 citations, and after title/abstract/full-text screening, 66 primary research studies were included comprising data from 4,411 participants with a mean sample size of 66 (range 6-447). Educators utilising a student-centred wrapping approach exploiting knowledge building and self-development were found to improve students' experiences; however, consensus on success factors was lacking. The findings indicate that educators' knowledge and pedagogical skills used in a flexible way, tailored and sensible to students and the learning context, enhance student experiences. Nursing educators should identify learning situations that make students vulnerable and pay particular attention to the students' learning experiences. We identified several tools accommodating the students' experience.
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Affiliation(s)
- Astrid Torbjørnsen
- Oslo Metropolitan University - OsloMet, Faculty of Health Sciences, Department of Nursing and Health Promotion, P.O. Box 4, St. Olavs plass, N-0130 Oslo, Norway.
| | - Elisabeth Hessevaagbakke
- Oslo Metropolitan University - OsloMet, Faculty of Health Sciences, Department of Nursing and Health Promotion, P.O. Box 4, St. Olavs plass, N-0130 Oslo, Norway.
| | - Ellen Karine Grov
- Oslo Metropolitan University - OsloMet, Faculty of Health Sciences, Department of Nursing and Health Promotion, P.O. Box 4, St. Olavs plass, N-0130 Oslo, Norway.
| | - Ann Kristin Bjørnnes
- Oslo Metropolitan University - OsloMet, Faculty of Health Sciences, Department of Nursing and Health Promotion, P.O. Box 4, St. Olavs plass, N-0130 Oslo, Norway.
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Nisly SA, Nifong E, Coble EB, Mihm AE. Longitudinal pharmacy student presentations mentored by pharmacy residents: A pilot study. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:63-67. [PMID: 33131620 DOI: 10.1016/j.cptl.2020.07.019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2019] [Revised: 07/06/2020] [Accepted: 07/15/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND AND PURPOSE Alignment of pharmacy student and resident experiences provides a unique opportunity for near-peer mentorship. The purpose of this pilot study was to assess pharmacy resident mentorship and feedback skills through participation in a longitudinal pharmacy student and resident seminar series. EDUCATIONAL ACTIVITY AND SETTING A longitudinal, near-peer mentorship experience was developed in which first- and second-year pharmacy residents mentored advanced pharmacy practice experience student seminar presentations. Following seminar presentations, residents provided verbal and written feedback to students and faculty pharmacists provided feedback to residents. Student and resident learners were then surveyed to assess resident near-peer mentorship. FINDINGS Over a single academic year, 26 students delivered 45 seminar presentations that were mentored by 20 residents. Student and resident survey responses were similar and provided favorable feedback on resident mentorship. SUMMARY The structured near-peer mentorship experience embedded into our longitudinal seminar series provided residents the opportunity to develop and strengthen their mentorship and feedback skills. Resident mentors were found to be effective in near-peer mentorship of a single activity.
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Affiliation(s)
- Sarah A Nisly
- Wingate University, 515 N. Main St, Wingate NC 28174, United States; Department of Pharmacy, 1 Medical Center Blvd, Winston Salem, NC 27103, United States.
| | - Erin Nifong
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, 301 Pharmacy Lane, Chapel Hill, NC 27599, United States
| | - Erin Baily Coble
- Fred Wilson School of Pharmacy, High Point University, 722 Montlieu Ave, High Point, NC 28260, United States
| | - Alexandra E Mihm
- Department of Pharmacy, 1 Medical Center Blvd, Winston Salem, NC 27103, United States.
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Abstract
AIM The aim of this review was to examine nonsimulation strategies to reduce undergraduate nursing student anxiety in the clinical setting. BACKGROUND The anxiety nursing students often experience during clinical rotations can affect their academic performance and interpersonal interactions. METHOD An integrative review was undertaken following guidelines by Whittemore and Knafl. The search was limited to articles published from 1999 to 2018 to increase the likelihood that they included the generations of students currently most prevalent in nursing programs, millennials and generation Z. RESULTS Most researchers (17 studies) supported their interventions as somewhat effective in reducing nursing student anxiety in the clinical setting. A number of limitations of the research were identified. CONCLUSION Various faculty-led and student-led interventions may reduce student anxiety in the clinical setting. Further rigorous research on this topic is needed to provide a strong evidence base for such interventions.
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Kachaturoff M, Caboral-Stevens M, Gee M, Lan VM. Effects of peer-mentoring on stress and anxiety levels of undergraduate nursing students: An integrative review. J Prof Nurs 2020; 36:223-228. [DOI: 10.1016/j.profnurs.2019.12.007] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2019] [Revised: 12/17/2019] [Accepted: 12/19/2019] [Indexed: 10/25/2022]
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Simpson MCG, Sawatzky JAV. Clinical placement anxiety in undergraduate nursing students: A concept analysis. NURSE EDUCATION TODAY 2020; 87:104329. [PMID: 31982798 DOI: 10.1016/j.nedt.2019.104329] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2019] [Revised: 10/13/2019] [Accepted: 12/29/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVE The primary aim of this review was to complete an in-depth analysis of clinical placement anxiety in undergraduate nursing students. Our overall goal was to establish a strong foundation for clinical education strategies and future research on clinical placement anxiety in nursing education. DESIGN & METHODS We utilized Walker and Avant's systematic 8-step approach to concept analysis as a framework to develop a comprehensive understanding of clinical placement anxiety in undergraduate students. DATA SOURCES A review of existing literature on clinical placement anxiety was conducted using the electronic databases of PubMed, CINAHL, and PsychInfo, as well as a grey literature and snowball search. Search terms included clinical placement, clinical experience, nursing students, undergraduate nursing students, and anxiety. RESULTS The literature search resulted in 81 articles that met the inclusion criteria. Five defining attributes were identified: a vague or unknown threat, psychological-emotional responses, psychological-cognitive responses, physiological responses, and unfamiliar environments or situations. Antecedents, consequences, and empirical referents of the concept were also highlighted. CONCLUSIONS Insights gleaned from this concept analysis may enhance the ability of clinical nursing educators to effectively prevent and manage student anxiety in the clinical setting. By contextualizing anxiety, we have also validated the importance of further exploration of the anxiety experienced by undergraduate nursing students during their clinical experiences. Thus, this concept analysis establishes the foundation for educational strategies, as well as future research in nursing education.
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Affiliation(s)
- Marie-Claude G Simpson
- Université de Saint-Boniface, 200 de la Cathédrale Avenue, Winnipeg, Manitoba R2H 0H7, Canada.
| | - Jo-Ann V Sawatzky
- College of Nursing, University of Manitoba, Winnipeg, Manitoba R3T 2N2, Canada.
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Abstract
BACKGROUND College retention rates continue to be a national issue in the United States. Solutions to decrease attrition have not been adequately tested in the nursing student population. PURPOSE The purpose of this study was to investigate the benefits of a peer-mentoring program in a baccalaureate nursing program from the perspectives of both the mentor and mentee. METHODS Electronic surveys were used to evaluate the impact of a peer-mentoring program. RESULTS Responses showed the peer-mentoring program to be beneficial academically, personally, and professionally. A large majority (89%-96%) of mentees agreed or strongly agreed with the positive effects of the peer-mentoring program, whereas all of the mentors agreed or strongly agreed with the positive effects. CONCLUSIONS Peer mentoring was found to be advantageous for both the mentees and mentors.
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Sweeney AB. Lab mentors in a two-plus-two nursing program: A retrospective evaluation. TEACHING AND LEARNING IN NURSING 2018. [DOI: 10.1016/j.teln.2018.03.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Villeneuve P, Heale R, Rietze L, Carter L. Exploring Self-Perceptions of Anxiety among Nursing Students in the Clinical Setting and Select Demographics. Int J Nurs Educ Scholarsh 2018; 15:/j/ijnes.2018.15.issue-1/ijnes-2017-0042/ijnes-2017-0042.xml. [DOI: 10.1515/ijnes-2017-0042] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2017] [Accepted: 03/05/2018] [Indexed: 11/15/2022]
Abstract
AbstractClinical learning experiences are essential in nursing education but they are often anxiety provoking for learners. Understanding the factors associated with the anxiety levels of nursing students in clinical placements has become more complex over the years with increasing heterogeneity within the nursing population. A correlational study was conducted to examine the relationships between nursing students’ self-perceived anxiety levels, as measured by the State-Trait Anxiety Inventory (STAI), and the students’ age, gender, previous employment, and previous education. The findings revealed that nursing students have a higher than average level of anxiety and that male nursing students reported higher levels of anxiety compared to female nursing students. No significant correlations were found between age, previous education, previous employment, and self-perceived anxiety levels. Findings from this study provide an opportunity for discussion by nursing educators and identify a need for future research and practice.
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Affiliation(s)
- Pamela Villeneuve
- Health Sciences and Emergency Services, Northern College of Applied Arts and Technology, 4715 Highway 101 EastTimmins, Ontario, Canada
| | - Roberta Heale
- School of Nursing, Laurentian University, 935 Ramsey Lake Road,Sudbury, Ontario, Canada
| | - Lori Rietze
- School of Nursing, Laurentian University, 935 Ramsey Lake Road,Sudbury, Ontario, Canada
| | - Lorraine Carter
- Centre for Continuing Education, McMaster University, 1280 Main Street WestHamilton, Ontario, Canada
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Pethrick H, Nowell L, Oddone Paolucci E, Lorenzetti L, Jacobsen M, Clancy T, Lorenzetti DL. Psychosocial and career outcomes of peer mentorship in medical resident education: a systematic review protocol. Syst Rev 2017; 6:178. [PMID: 28859683 PMCID: PMC5579942 DOI: 10.1186/s13643-017-0571-y] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/23/2017] [Accepted: 08/22/2017] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND Many medical residents lack ready access to social and emotional supports that enable them to successfully cope with the challenges associated with medical residency. This absence of support has been shown to lead to high levels of burnout, decreased mental wellbeing, and difficulty mastering professional competencies in this population. While there is emerging evidence that peer mentoring can be an important source of psychosocial and career-related support for many individuals, the extent of the evidence regarding the benefits of peer mentorship in medical residency education has not yet been established. We describe a protocol for a systematic review to assess the effects of peer mentoring on medical residents' mental wellbeing, social connectedness, and professional competencies. METHODS Studies included in this review will be those that report on peer-mentoring relationships among medical residents. Quantitative, qualitative, and mixed-methods studies will be eligible for inclusion. No date or language limits will be applied. We will search EMBASE, MEDLINE, PsychINFO, Web of Science, Scopus, ERIC, Education Research Complete, and Academic Research Complete databases to identify relevant studies. Two authors will independently assess all abstracts and full-text studies for inclusion and study quality and extract study data in duplicate. DISCUSSION This is the first systematic review to explicitly explore the role of peer mentoring in the context of medical residency education. We anticipate that the findings from this review will raise awareness of the benefits and challenges associated with peer-mentoring relationships, further the development and implementation of formal peer-mentoring programs for medical residents, and, through identifying gaps in the existing literature, inform future research efforts. SYSTEMATIC REVIEW REGISTRATION This protocol has not been registered in PROSPERO or any other publicly accessible registry.
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Affiliation(s)
- Helen Pethrick
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3280 Hospital Drive NW, Calgary, AB, T2N 4Z6, Canada
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada
| | - Elizabeth Oddone Paolucci
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3280 Hospital Drive NW, Calgary, AB, T2N 4Z6, Canada
| | - Liza Lorenzetti
- Faculty of Social Work, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada
| | - Michele Jacobsen
- Werklund School of Education, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada
| | - Tracey Clancy
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada
| | - Diane L Lorenzetti
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3280 Hospital Drive NW, Calgary, AB, T2N 4Z6, Canada.
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