Being Part of Someone's Future: The Effect of Peer Mentoring Among Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/153765
Type:
Presentation
Title:
Being Part of Someone's Future: The Effect of Peer Mentoring Among Nursing Students
Abstract:
Being Part of Someone's Future: The Effect of Peer Mentoring Among Nursing Students
Conference Sponsor:Sigma Theta Tau International
Conference Year:2004
Conference Date:July 22-24, 2004
Author:Merriman, Carolyn, APRN, MS, BC
P.I. Institution Name:East Tennessee State University
Title:Associate Professor
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.
Repository Posting Date:
26-Oct-2011
Date of Publication:
22-Jul-2004
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleBeing Part of Someone's Future: The Effect of Peer Mentoring Among Nursing Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153765-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Being Part of Someone's Future: The Effect of Peer Mentoring Among Nursing Students</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2004</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 22-24, 2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Merriman, Carolyn, APRN, MS, BC</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">East Tennessee State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">merrimac@etsu.edu</td></tr><tr><td colspan="2" class="item-abstract">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.</td></tr></table>en_GB
dc.date.available2011-10-26T12:29:59Z-
dc.date.issued2004-07-22en_GB
dc.date.accessioned2011-10-26T12:29:59Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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