A peer mentorship program boosts student retention

Nursing ◽  
2015 ◽  
Vol 45 (9) ◽  
pp. 19-22 ◽  
Author(s):  
Steven Jacobs ◽  
Lynda Atack ◽  
Susan Ng ◽  
Roya Haghiri-Vijeh ◽  
Christine DellʼElce
Keyword(s):  
Student Retention ◽  
Mentorship Program ◽  
Peer Mentorship

scholarly journals Improving Academic Performance and Retention of First-Year Biology Students through a Scalable Peer Mentorship Program

2021 ◽  
Vol 20 (4) ◽  
Author(s):  
Mike Wilton ◽  
Daniel Katz ◽  
Anthony Clairmont ◽  
Eduardo Gonzalez-Nino ◽  
Kathy R. Foltz ◽  
...  
Keyword(s):  
Academic Performance ◽  
Student Retention ◽  
Peer Mentoring ◽  
Soft Skills ◽  
First Year ◽  
Mentoring Program ◽  
Regression Analyses ◽  
Mentorship Program ◽  
Biology Students ◽  
Peer Mentorship

This study evaluates the performance of a near-peer mentoring program for first-year biology majors. The program’s intention is to improve student retention generally, and academic and soft skills more specifically. The effect of the program was investigated via ethnographic methods, a program-specific survey, and regression analyses.

The value of a semi-formal peer mentorship program for first-year students’ studies, socialization and adaptation

2020 ◽  
pp. 146978742094521
Author(s):  
Art Tsang
Keyword(s):  
First Year ◽  
Peer Mentors ◽  
First Year Students ◽  
Mentorship Program ◽  
Peer Mentorship ◽  
Mentor Relationships ◽  
University Life ◽  
Transitional Challenges ◽  
Group Interviews ◽  
Adaptation To College

Mentoring is a widespread practice in different sectors in society. It is particularly prevalent in higher education. Many have acknowledged the various transitional challenges encountered by first-year tertiary-level students. Greater support is therefore needed for this particular student group. This mixed-methods year-long case study examined the value of a semi-formal peer mentorship program for 10 first-year students who were low-achievers. It focused on the assistance provided by peer mentors for their studies, socialization, and adaptation to college/university life. The three mentors’ views of the program were also explored. Data were collected via questionnaires administered three times to the mentees and end-of-program group interviews for both the mentees and mentors. The overall findings show that the students perceived the assistance from the mentors to be useful for academic studies, socialization, and adaptation to college/university life. However, their perceptions varied across the entire year. The metaphors used by the mentees to describe their mentors—shepherds, torches and candlewax—depicted different facets of the mentee-mentor relationships and the value of the program. The study highlights the value of such semi-formal peer mentoring for low-achieving first-year students especially for institutions which lack resources.

The Effect of a Peer Mentorship Program on Perceptions of Success in Choral Ensembles: Pairing Students With and Without Disabilities

2016 ◽  
Vol 36 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Kimberly VanWeelden ◽  
Julia Heath-Reynolds ◽  
Scott Leaman
Keyword(s):  
Students With Disabilities ◽  
Skill Acquisition ◽  
Individualized Education Program ◽  
Peer Mentors ◽  
Typically Developing ◽  
Mentorship Program ◽  
Peer Mentorship ◽  
Choral Ensemble ◽  
Choral Ensembles ◽  
Choral Classroom

The purpose of this research was to investigate the effects of a peer mentorship program on students’ perceptions of comfort, skills obtained, and feelings of success while working with a peer with dissimilar abilities. The participants ( N = 14), enrolled in choral ensemble classes, were divided into two groups: the peer mentors ( n = 7), who were typically developing students, and the peer mentees ( n = 7), who were students with disabilities who had an individualized education program. The researchers created a pretest–posttest survey, and all questions were measured using a 5-point Likert-type scale. Peer mentee self-perceptions of success in the choral classroom revealed slight negative changes from the beginning to the end of the program. However, while some did not want to continue in the program for music skill acquisition, they all indicated a desire to remain in their peer pair for social reasons.

Exploring the Student Peer Mentor's Experience in a Nursing Peer Mentorship Program

2018 ◽  
Vol 57 (7) ◽  
pp. 422-425 ◽  
Author(s):  
Nadine Vandal ◽  
Katerina Leung ◽  
Lia Sanzone ◽  
Françoise Filion ◽  
Argerie Tsimicalis ◽  
...  
Keyword(s):  
Mentorship Program ◽  
Peer Mentorship

scholarly journals Implementation and evaluation of “I-Guide,” a pilot near-peer Internal Medicine mentorship program

2021 ◽  
Author(s):  
Hamza Mahmood ◽  
Katina Zheng ◽  
Sarah Elias ◽  
Laura Sheriff ◽  
Kaitlin Endres ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Decision Making ◽  
Positive Impact ◽  
Career Decision ◽  
High Yield ◽  
Career Decision Making ◽  
Mentorship Program ◽  
Peer Mentorship ◽  
Using Data ◽  
The University

Implication Statement An Internal Medicine (IM) specific, near-peer mentorship program was initiated at the University of Ottawa (uOttawa) in 2017. Medical students were paired with IM resident mentors in an effort to improve career decision-making. Additionally, residents had the opportunity to formally teach mentees various high-yield IM topics. Program evaluation was completed using data from three participant cohorts, and showed that the program had a positive impact on students’ career decision making. Given the program’s flexible nature and ease of implementation, it is well suited for adaptation at other institutions.

Developing a Culture of Caring and Support Through a Peer Mentorship Program

2018 ◽  
Vol 57 (7) ◽  
pp. 430-435 ◽  
Author(s):  
Deborah Kramer ◽  
Sandra M. Hillman ◽  
Mirian Zavala
Keyword(s):  
Mentorship Program ◽  
Peer Mentorship

scholarly journals Peer Mentorship: Implementation of a Resident Registered Nurse Anesthetist Mentorship Program

2021 ◽  
pp. 1-5
Author(s):  
Thomas Pallaria ◽  
Chase Parrish ◽  
Alexandra Stillwell
Keyword(s):  
New England ◽  
Clinical Performance ◽  
The United States ◽  
Nurse Anesthesia ◽  
Improvement Project ◽  
Mentorship Program ◽  
Peer Mentorship ◽  
Action Point ◽  
Critical Action ◽  
Anesthesia Residents

Abstract Nurse anesthesia residents experience high levels of stress while being enrolled in a post-baccalaureate nurse anesthesia program. Elevated levels of stress have been proven to limit one’s ability to learn and commit new material to memory, all while inhibiting their academic and clinical performance. This study represents a quality improvement project that implements a Peer Mentorship Program (PMP) into a major University in the New England area of the United States. The study utilizes descriptive statistics to determine if implementation of a peer mentorship program can help to decrease nurse anesthesia resident’s stress, while simultaneously increasing academic and clinical performance. Data gathered by the investigators of this study was composed of a Critical Action Point Checklist (CAPC); a set of objectives that were meant to be completed by the participants in order to help run a successful mentorship program. Additional data was collected using a Peer Mentorship Reflection Questionnaire at the end of the study to receive feedback about the Peer Mentorship Program. 56% of participants agreed that the Peer Mentorship Program helped to decrease stress during the study and 83.4% of participants agreed that they would like to see the Peer Mentorship Program continue for future cohorts at their nurse anesthesia program. The findings of this study suggest that more Nurse Anesthesia Programs should work to incorporate a Peer Mentorship Program for their nurse anesthesia residents to help develop safe, high-quality anesthesia providers for the future.

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