Category Ranking
98%
Total Visits
921
Avg Visit Duration
2 minutes
Citations
20
Article Abstract
Background: Formal mentoring within the nursing profession has been recognized as an effective approach in teaching critical thinking, leadership skills, communication, and professional socialization. Unfortunately, few baccalaureate nursing programs teach skills specific to mentoring, both as mentees and mentors within a formalized program.
Methods: A peer mentoring program with senior students mentoring sophomore students was developed based on Benner's (1984) novice-to-expert theory during the COVID-19 pandemic. Refinements to the program were made with identified lessons learned throughout the process.
Results: Following evaluation of the initial program, return to in-person clinical experiences for all nursing students, and adoption of Tanner's (2006) clinical judgment model; substantial changes were made to the formalized peer mentoring program.
Conclusion: The formal mentoring program has benefited sophomores and seniors by recognizing the importance of mentoring relationships in professional nursing practice. Clear expectations are necessary for students and faculty. Students should receive education about mentoring relationships. Course credit with graded formative and summative assignments reinforces the importance of mentoring.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1016/j.profnurs.2025.06.003 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Fostering culture of care for early career researchers-Building a trustful environment: Insights from a German perspective.
PLoS One
September 2025
Institute of Laboratory Animal Science, Medical Faculty, Heinrich-Heine-University, Duesseldorf, Germany.
Early-career researchers (ECRs) play a key role in conducting animal experiments in academic research. However, they face considerable challenges, including poor working conditions, and inadequate strategies for managing distress. These difficulties are often amplified in animal research, where a lack of consensus on the 3Rs (replacement, reduction, and refinement), challenges to navigate complex regulations and ethical dilemmas can further complicate the situation.
View Article and Find Full Text PDFSimulation-Based Peer Feedback Module for Pediatric Rapid Response Team Handoffs.
MedEdPORTAL
September 2025
Neonatology Fellow, Department of Pediatrics, University of Chicago.
Introduction: Deterioration of pediatric patients outside the PICU increases morbidity and mortality. Effective communication during rapid response team (RRT) events is essential. Although frameworks like SBAR (Situation, Background, Assessment, Recommendation) and ABC (Airway, Breathing, Circulation) exist, standardized RRT training for residents remains limited.
View Article and Find Full Text PDFLessons learned from a formalized peer mentoring program in a baccalaureate nursing curriculum.
J Prof Nurs
September 2025
College of Nursing, Brigham Young University, 566 KMBL, Provo, UT 84602, United States of America.
Background: Formal mentoring within the nursing profession has been recognized as an effective approach in teaching critical thinking, leadership skills, communication, and professional socialization. Unfortunately, few baccalaureate nursing programs teach skills specific to mentoring, both as mentees and mentors within a formalized program.
Methods: A peer mentoring program with senior students mentoring sophomore students was developed based on Benner's (1984) novice-to-expert theory during the COVID-19 pandemic.
Prelicensure peer mentoring: An integrative review.
J Prof Nurs
September 2025
University of West Georgia, 1601 Maple Street, Carrollton, GA 30118, United States of America.
Background: Peer mentoring is a recommended intervention to enhance students' emotional and academic success. Effective understanding of peer-to-peer mentoring by faculty is necessary to promote student success.
Purpose: The purpose of this integrative review is to summarize and synthesize the literature regarding prelicensure peer mentoring relationships and methods in nursing education.
"I can be a source of motivation": Perspectives from stakeholders of the I'mPossible fellowship, a peer-led differentiated service delivery model for adolescents with perinatally acquired HIV in India.
PLOS Glob Public Health
September 2025
Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, United States of America.
Youth living with perinatally acquired HIV (APHIV) in India face layered challenges; peer-led differentiated care models show promise but remain underexplored. We examined multi-stakeholder perceptions within the I'mPossible Fellowship, a peer-support DSD intervention addressing APHIV health, education, and livelihoods From May-December 2023, we enrolled three stakeholder groups: (1) intervention deliverers (APHIV "fellows" 18-27 yrs), (2) facilitators ("supervisors" of APHIV), and (3) recipients(APHIV "peers" in care, 8-26 yrs). We conducted interviews with 8 fellows (75% female, mean age 22.
View Article and Find Full Text PDF