Student veterans are in some ways like other non-traditional students yet, they possess characteristics that are uniquely different (Knapp, 2013). Social isolation is more prevalent in veteran students than civilian peers, especially at commuter campuses (Topping). The university where this peer coaching program has been established is primarily a commuter campus, and at this time most of our veteran nursing students are commuters. Research has shown that commuting students are less likely to be socially engaged, likewise research shows that student interactions with peers and faculty are directly related to persistence and retention in college (Alschuler & Yarab, 2016). Diminished interactions and social isolation are challenges that can be addressed by university personnel to aid veteran students and help them progress, persist, and complete their educational goals. Further, returning Iraq and Afghanistan Veterans often report symptoms of PTS, anxiety, depression, or learning to live with visible and/or invisible disabilities (Ackerman, DiRamio, & Garza Mitchell, 2009; Alschuler & Yarab, 2016; Jones, 2013). Combined with a non-help-seeking stigma ingrained into military veterans, student veterans are less likely to both recognize their challenges, and to seek help for them, both situations leading to increased rates of attrition.
Student veterans experiencing difficulties need safe places to talk. Research has identified the veteran students' need for a more “tight-knit veteran's circle” and opportunities to talk with those who have had similar life experiences (Jones, 2013; Robinson, September 25, 2014). Responsiveness to this interest is important and is facilitated in the veterans’ peer coaching program while simultaneously easing veterans into becoming more actively engaged university citizens. Establishment of the peer coaching augments student learning and persistence in attainment of students’ educational goals.
Establishment of a veterans peer coaching program on the university campus is directly addressing challenges to academic progression and completion for this population of students, as well is addressing psychosocial concerns expressed by student veterans in the nursing program. The need for this type of assistance is supported by current literature (Topping), which highlights the unique needs of non-traditional students. While peer tutoring engages student veterans academically, it does not address their psychosocial needs. No one truly understands the transition from military life to civilian life better than a veteran who has already been through the experience. By providing veteran students with a structured success coaching program, we are directly engaging “the whole student” as a veteran, nursing student, and often head of household, spouse, and parent (Robinson, September 25, 2014). In addition, the coaching program provides benefits (increased social interaction as well as a monetary stipend) to those students volunteering to become Success Coaches. Success Coaches are veteran students who are further along in the program (upper classmen and recent graduates) but have faced similar issues and challenges to those receiving mentorship (Robinson, September 25, 2014).
The purpose of the peer coaching program is support for new student veterans in an accelerated BSN program guided by fellow military veterans/student nurses. Similar peer mentorship programs exist but are not program specific. Structured Success Coaching includes a minimum of one meeting or session per month on or off campus. On campus events may include the Coach completing introductions to university services such as the library, tutoring, student government and other student organizations. In addition, Coaches will introduce student partners to organizations within the School of Nursing such as the Student Nursing Association chapter at the university, Student Veterans of America Chapter, and other service or discipline related organizations. Off campus meetings will be more “off-duty” events such as simply meeting for coffee or lunch to catch up and talk, and/or include a community or social event. The requirement for some structured interaction between the dyad of coach and student partner is thought to facilitate establishment of the relationship needed to begin open sharing of challenges and obstacles impeding student success.
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