Paper
Friday, July 23, 2004
Being Part of Someone's Future: The Effect of Peer Mentoring Among Nursing Students
Carolyn Merriman, APRN, MS, BC, Family/Community Nursing, Family/Community Nursing, East Tennessee State University, Johnson City, TN, USA
| Learning Objective #1: Understand how a peer mentor program among nursing students increased academic success measured through internal and external evaluative methods |
| Learning Objective #2: Understand how a peer mentor program among nursing students developed collegiality and leadership in a nurturing, noncompetitive learning atmosphere |
Objective: To develop a peer mentoring program to promote academic success in a nurturing, non-competitive learning atmosphere. Design: A descriptive design was used to examine the effects of peer mentoring on student performance and personal growth. Population: Undergraduate baccalaureate nursing students in a four-year regional Appalachian university participated in the study. Over a 6-year period, 1,103 students participated in the Peer Mentor program. Outcome Variables: GPA scores and first time pass rates on the NCLEX-RN. Methods: A pilot study was conducted in 1996 to assess the need for a college-wide peer mentor program. With successful pilot study results, federal grant funding was obtained in 1998 for a comprehensive peer mentoring program. Upper classmen (mentors) were matched with lower classmen (mentees) in the nursing program. After mentor training, orientation, and contracts, mentors supported mentees on an on-going basis: acclimating to classes, university life, and expectations of a nursing student. Participant evaluation procedures included relationship processing, surveys, and taped interviews. Findings: Analysis of quantitative data revealed increased GPAs and first-time pass rates for the NCLEX-RN for Peer Mentor program participants. Qualitative data collection demonstrated assertions of personal growth as compassionate, empathetic leaders among fellow students. Conclusions: Involvement in the Peer Mentor program has made a significant difference with program participants, both academically and personally. Demonstrated academic success assisted the participants in completing their academic program and entering the profession in a timely fashion. Personal growth in the areas of compassion and empathy will assist them to be valued nurse leaders in practice. Implications: This study supports the implementation of strong peer support programs in nursing schools. Follow-up studies are planned to evaluate leadership and collegiality in peer mentor program participants in their nursing practices.
Back to Leadership Development
Back to 15th International Nursing Research Congress
Sigma Theta Tau International
July 22-24, 2004