Value of help from someone who's been there.

2015 ◽  
Vol 33 (29_suppl) ◽  
pp. 241-241
Author(s):  
Debbie McCally Schultz ◽  
Susan Penn French
Keyword(s):  
Peer Mentoring ◽  
Whipple Procedure ◽  
Support Program ◽  
Cancer Center ◽  
Mentoring Program ◽  
Peer Mentors ◽  
Loved One ◽  
Md Anderson ◽  
The One ◽  
Treatment Step

241 Background: Cancer patients want to speak with someone who has their diagnosis, treatment or experience; but speaking with someone before an ostomy surgery, pelvic extenteration or the Whipple procedure, etc. can be particularly helpful due to the increased anxiety related to these and other serious procedures. A custom peer mentoring program by the cancer center for diagnosis or serious treatment purposes is optimal. Clinicians and patients want the service and attest to the importance of a one-on-one support connection. Methods: Steps were taken to partner with clinicians feeling peer support would be important to their patient. They want to make the best connection possible in a timely manner. Clinicians worked with the psychosocial program offering support to customize the connection so it would match the patient’s next treatment step. Peer mentors were recruited and trained to deliver a motivational interview style of approach in speaking with others who have the same cancer treatment experience. Mentors share resiliency tips they have developed or have found helpful. Results: MD Anderson Cancer Center’s Volunteer Services department offers a One-on-One support program of trained survivor volunteers available to support other survivors. The program has become a valued psychosocial offering by the MD Anderson. The clinicians and Volunteer Services staff team together to create a specific type of peer mentoring for a serious treatment or procedure or diagnosis. The volunteer staff department administers the One-on-One support program by recruiting, training and making available the connections when requested by clinician or patient. Currently, there are 1912 active survivor volunteers in the One-on-One support database. 2370 connections were made in FY14 and 1596 connections to date in FY15. Conclusions: Patients get support from survivors who have had the same experience at a time when their anxiety may be highest. Survivors who have lived through the same serious treatment and are hopeful and resilient after the procedures make the patient feel less isolated, frightened and supported by others. Caregivers, who often have more anxiety than the patient, welcome the support for their loved one.

The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities

2020 ◽  
Vol 45 (4) ◽  
pp. 271-287
Author(s):  
Lindsay S. Athamanah ◽  
Marisa H. Fisher ◽  
Connie Sung ◽  
Jinny E. Han
Keyword(s):  
High School Students ◽  
Developmental Disabilities ◽  
Peer Mentoring ◽  
Social Impact ◽  
Mentoring Programs ◽  
Future Research ◽  
Mentoring Program ◽  
Intellectual And Developmental Disabilities ◽  
Peer Mentors ◽  
The Impact

Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer mentors ( n = 13) toward high school students with IDD who were enrolled in a school-to-work transition program housed on campus. Using thematic analysis across four different data sources, we identified three main themes that peer mentors discussed based on their experiences in the program: (a) mentors’ personal development: constructing meaning of self, (b) mentee growth: perceived work and social impact, and (c) campus community benefits: normalizing disability. Peer mentors reported their own attitudes toward individuals with IDD were changed based on participating in the peer mentoring program and they observed improvements in their mentees’ personal and work-related social relationships. We discuss how these outcomes have impacted the peer mentors’ attitudes, career choices, and lives in general. We also provide implications for future research and practice regarding development and implementation of peer mentoring programs in the community.

Peer mentoring to support first-generation low-income college students

2018 ◽  
Vol 99 (7) ◽  
pp. 47-51 ◽  
Author(s):  
Sean Plaskett ◽  
Diksha Bali ◽  
Michael J. Nakkula ◽  
John Harris
Keyword(s):  
Low Income ◽  
Peer Mentoring ◽  
First Generation ◽  
Mentoring Program ◽  
Peer Mentors ◽  
Qualitative Investigation ◽  
Potential Value ◽  
Formidable Challenge ◽  
High School To College ◽  
Low Income College Students

Transitioning from high school to college can be a formidable challenge, especially for students who are the first in their family to attend college (first-generation) and/or are from low-income backgrounds. The authors’ qualitative investigation of a college mentoring program illuminates the potential value of relatable peer mentors in helping these students get off to a good start.

scholarly journals An undergraduate peer mentoring program at a Canadian university: Impact on student learning as perceived by instructors, peer mentors, and students

2021 ◽  
Vol 5 (2) ◽  
pp. 98-110
Author(s):  
Dan S. Petrescu ◽  
Armin Yazdani ◽  
Cassidy R. VanderSchee ◽  
Christopher A. Bailey ◽  
Faygie Covens ◽  
...  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Peer Mentoring ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Peer Mentors ◽  
Course Content ◽  
Implementation Model ◽  
Mcgill University

Large undergraduate courses make it difficult for students to achieve learning outcomes, in part due to the lack of resources available to course instructors to support student learning in these intimidating and often impersonal settings. One way to support instructor teaching and student learning is the implementation of undergraduate peer mentoring programs, which capitalize on the Students-as-Partners framework. Undergraduate mentors’ relatability to their peers and their mastery of the course content make them excellent resources. This paper describes the development and implementation of a university-wide undergraduate peer mentoring program at McGill University in Canada and its impact on student learning as perceived by three populations: instructors, peer mentors, and students. Data on perceived learning was gathered through qualitative surveys. This case study presents one implementation model that may guide and inform the implementation of similar programs at other higher education institutions.

Peer Mentoring as Social Capital for Latina/o College Students at a Hispanic-Serving Institution

2017 ◽  
Vol 17 (4) ◽  
pp. 375-392 ◽  
Author(s):  
Roxanne V. Moschetti ◽  
Scott W. Plunkett ◽  
Rafi Efrat ◽  
Dani Yomtov
Keyword(s):  
College Students ◽  
Social Capital ◽  
Peer Mentoring ◽  
Qualitative Data ◽  
First Generation ◽  
Academic Support ◽  
Mentoring Program ◽  
Peer Mentors ◽  
Hispanic Serving Institution ◽  
Hispanic Serving

An evaluation was conducted on a university peer mentoring program for Latina/o college students (mostly freshmen and first generation) at a Hispanic-Serving Institution. Data were collected across 3 years from 458 Latina/o students with mentors and 86 Latina/o students without mentors (Year 3). Quantitative and qualitative data indicated mentees viewed peer mentors as social capital (e.g., emotional and academic support). Mentees reported increased university integration and connection at posttest, significantly greater than nonmentored students.

Pathway to support and growth: Feasibility of formalized peer mentoring in gynecologic cancer survivorship.

2018 ◽  
Vol 36 (7_suppl) ◽  
pp. 164-164
Author(s):  
Nita Karnik Lee ◽  
Diane Anderson ◽  
Fay J. Hlubocky
Keyword(s):  
Program Evaluation ◽  
Cancer Patients ◽  
Peer Support ◽  
Peer Mentoring ◽  
Gynecologic Cancer ◽  
Support Program ◽  
Peer Mentors ◽  
Newly Diagnosed ◽  
Post Surgery ◽  
Peer Support Program

164 Background: Peer support among cancer patients is understudied. Formal peer mentoring programs matching patients with survivor peers provides emotional and social support. Gynecological cancer patients are: underserved in the survivorship community, stigmatized due to disease, suffer elevated distress. Little is known on how to design and implement a formal peer support program for gynecologic cancer. Methods: To study the effect of peer support, a novel outpatient pilot peer support program for gynecologic cancer patients was implemented. Peer mentors had prior gynecologic cancers, completed treatment 1 year prior, and had formal 6 hour training. Newly diagnosed patients were matched with a peer at: 1) initial diagnosis 2) post-surgery 3) chemotherapy/radiation initiation 4) post treatment. Patients and Peers were matched based upon demographics. Qualitative individual and group interviews were used for program evaluation. Results: To date, 38 participants are enrolled: 17 peer mentors underwent training and 21 new patients were matched with mentors. Mentor demographics include: Mean age 61.8 (range 48-80), median 62. Ethnicity 65% CA, 30% AA, 5% Latina. Diagnoses were 47% endometrial, 12% cervical and 41% ovarian cancers. 65% of mentors have been matched with patients. Majority of pairs communicated via phone followed by face-to-face encounters. Qualitative program evaluation by mentors revealed barriers including: new patient resistance, readiness, distress. Matched mentors reported themes associated with advocacy, positive patient interactions, personal growth and satisfaction, greater sense of purpose due to their mentor role. Mentors expressed desire for future programs in inpatient/ infusion settings and group education. Programmatic challenges identified included inconsistent provider referrals, matching to disease site/stage, patient readiness to participate as mentees, and management of disease recurrence in mentors. Conclusions: Formalized peer mentoring program is feasible, offers a novel approach to providing psychosocial support for newly diagnosed patients and provides mentors a pathway for positive growth as survivors.

Can Peer Mentors Improve First-Year Experiences of University Students?

2015 ◽  
Vol 19 (1) ◽  
pp. 25-44 ◽  
Author(s):  
Dani Yomtov ◽  
Scott W. Plunkett ◽  
Rafi Efrat ◽  
Adriana Garcia Marin
Keyword(s):  
Experimental Design ◽  
University Students ◽  
Peer Mentoring ◽  
First Year ◽  
Mentoring Program ◽  
Peer Mentors ◽  
First Semester ◽  
Quasi Experimental ◽  
Qualitative Responses ◽  
First Year Experiences

The effectiveness of a peer-mentoring program was examined at a university in California. Previous studies suggest university peer mentoring might increase students' feelings of engagement, which can contribute to their retention. Pretest and posttest data were collected from 304 freshmen (mentored and nonmentored) during the fall of 2012 in a quasi-experimental design. Results indicated mentored students felt significantly more integrated and connected to their university at the end of their first semester compared with nonmentored students. Mentees also provided qualitative responses about what they found beneficial and what they felt could be improved in the program. Results suggested peer mentoring helped the students feel more integrated and supported at college, which might reinforce their persistence toward graduating.

Self-reflective mentoring: perspectives of peer mentors in an education doctoral program

2019 ◽  
Vol 8 (2) ◽  
pp. 86-101 ◽  
Author(s):  
Kat McConnell ◽  
Rachel Louise Geesa ◽  
Kendra Lowery
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
Professional Growth ◽  
Peer Mentoring ◽  
Small Sample ◽  
Public Institution ◽  
Mentoring Program ◽  
Full Time ◽  
Peer Mentors ◽  
Content Type

Purpose The purpose of this paper is to discover peer mentors’ perspectives of an education doctoral (Doctorate of Education) peer mentoring program implemented in a mid-sized public institution. Design/methodology/approach Data from one focus group and an interview collected from peer mentors as part of a larger case study of mentors and mentees in a peer mentoring program for education doctoral students are presented. Four (n=4) peer mentors participated in a focus group (n=3) and an interview (n=1). Participants were asked about their perceptions of the program and their experiences as mentors. Findings Four themes were discovered within the data: mentors relate to social, emotional and academic life balances of mentees, mentors provide support and reassurance to mentees, mentors guide mentees to focus on the future, and mentors gain personal and professional growth from the peer mentoring program. Results indicated that mentors believed that the program was helpful for their mentees and beneficial to their own personal and professional development. Research limitations/implications Limitations of this study include the small sample size (n=4) and the short period of time in which participants were asked to be a part of the mentoring program and reflect in focus groups and interview (one academic year). Implications of this study include the benefits of peer mentoring for both mentors and mentees alike. Originality/value In contrast to many other studies of peer mentoring programs, this peer mentoring program targeted scholar-practitioner students who were balancing full-time careers with their coursework and family lives. Thus, peer mentors focused more on career and work-life balance with mentees than mentors may in other programs, as well as finding benefit to their own professional development.

scholarly journals The International Prognostic Index for Patients with Chronic Lymphocytic Leukemia Has the Higher Value in Predicting Overall Outcome Compared with the Barcelona-Brno Biomarkers Only Prognostic Model and the MD Anderson Cancer Center Prognostic Index

2018 ◽  
Vol 2018 ◽  
pp. 1-8 ◽  
Author(s):  
Carolina Muñoz-Novas ◽  
María Poza-Santaella ◽  
Isabel González-Gascón y Marín ◽  
María Hernández-Sánchez ◽  
Ana-Eugenia Rodríguez-Vicente ◽  
...  
Keyword(s):  
Chronic Lymphocytic Leukemia ◽  
Prognostic Model ◽  
International Prognostic Index ◽  
Prognostic Index ◽  
Lymphocytic Leukemia ◽  
Cancer Center ◽  
Higher Power ◽  
Md Anderson ◽  
The One

In recent years, new prognostic indexes (PIs) for chronic lymphocytic leukemia (CLL), which include clinical, biological, and genetic variables, have been validated, highlighting the MD Anderson Cancer Center prognostic index (MDACC PI), the CLL-international prognostic index (CLL-IPI), and the Barcelona-Brno biomarkers only prognostic model. The aim of this study is to compare the utility of these PIs in a cohort of Spanish patients. A retrospective analysis of 696 unselected CLL patients newly diagnosed and previously untreated from different Spanish institutions was performed. The MDACC PI, the CLL-IPI, and the biomarkers only PI were applied to these patients, and a comparison of the three PIs was performed. With a median follow-up time of 46 months, 394 patients were alive and 187 had received treatment. The median overall survival (OS) was 173 months and the median time to first therapy (TTFT) was 32 months. Significant differences were obtained in OS and TTFT for all subgroups when applying these PIs, with the CLL-IPI being the one with the higherc-index (0.676 for OS and 0.757 for TTFT). The three PIs were able to discriminate patients in different prognostic subgroups. In our cohort, the CLL-IPI showed higher power in predicting TTFT and OS.

The benefits and challenges of a blended peer mentoring program for women peer mentors in science, technology, engineering and mathematics (STEM)

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amanda Rockinson-Szapkiw ◽  
Jillian L. Wendt
Keyword(s):  
Historically Black ◽  
Self Efficacy ◽  
Peer Mentoring ◽  
Mentoring Program ◽  
Peer Mentors ◽  
Career Interest ◽  
Content Type ◽  
Science Technology ◽  
And Behaviors ◽  
And Mathematics

PurposeThe unequitable representation among genders in science, technology, engineering and mathematics (STEM) degrees and careers remains a persisting challenge. Peer mentoring has been cited as one method for supporting women and racial and ethnic minorities in becoming interested in, experiencing self-efficacy in and persisting in STEM. The current study was undertaken to explore how and in what ways peer mentors' participation in the program (namely, the mentoring experience) influenced their STEM self-efficacy beliefs, interests, skills and behaviors, including their intent to persist and actual persistence in STEM.Design/methodology/approachUsing a multisite case study design, the current study implemented a blended peer mentoring program at two historically black institutions.FindingsThe experience in the peer mentoring process increased mentors' self-efficacy, career interest, perceived mentoring skill development in most areas and intent to persist in STEM. Evidence from the interviews and open-ended survey questions demonstrated that the peer mentoring experience had a direct influence on the mentor's self-efficacy, career interest, leadership and professional skills and persistence. The thematic analysis of the data sources revealed that specific elements of the peer mentoring experience influenced mentors' beliefs, interests, skills and behaviors, including recognition, functioning as a mentor, developing an other's orientation, engaging in a sisterhood and developing competencies.Originality/valueFindings support the benefit of the blended peer mentoring program model among women who identify as a racial or ethnic minority across two historically black college or universities (HBCUs). Peer mentoring programs should include training to increase competencies and skills, should provide resources targeted to specific mentor needs and should include opportunities for self-reflection and components of faculty support.

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