Strengthening a peer mentorship program for accelerated nursing students

Development of a quality improvement pilot project

Auteurs-es

  • Alexander Skipper McMaster University
  • Krizalyn Jacinto McMaster University
  • Salwa Siddiqui McMaster University
  • Maria Pratt McMaster University
  • Stephen Gandza McMaster School of Nursing https://orcid.org/0009-0009-0303-199X

DOI :

https://doi.org/10.15173/ijsap.v8i1.5584

Mots-clés :

Peer Mentorship, Accelerated Nursing, Education, Quality Improvement

Résumé

In nursing education, peer mentorship programs aim to develop students’ clinical skills, encourage socialization within the program, and improve academic outcomes. This quality improvement project used the Plan-Do-Study-Act (PDSA) cycle to improve an existing student mentorship program within an accelerated nursing program in Ontario. Through a needs assessment, two areas for improvement were identified: (a) increased focus on accelerated students’ social and academic needs and (b) evaluation of the mentor-mentee interface. As the first round of changes was implemented, qualitative feedback was obtained to facilitate future improvements. Findings from this project included identifying the benefits of adopting students as partners in quality improvement and generating successful improvement strategies that cater towards peer mentorship programs for accelerated undergraduate nursing students.

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Bibliographies de l'auteur-e

Krizalyn Jacinto, McMaster University

BScN program alunmus

Salwa Siddiqui, McMaster University

BScN program alumnus

Maria Pratt, McMaster University

McMaster University, Faculty of Health Sciences: School of Nursing. Assistant Professor, BScN Academic Resources Lead

Stephen Gandza, McMaster School of Nursing

McMaster University, Faculty of Health Sciences: School of Nursing. Assistant Professor, Accelerated Program Lead. 

Références

Andersen, T., & Watkins, K. (2018). The value of peer mentorship as an educational strategy in nursing. Journal of Nursing Education, 57(4), 217–224. https://doi.org/10.3928/01484834-20180322-05

Cook-Sather, A., & Abbot, S. (2016). Translating partnerships: How faculty-student collaboration in explorations of teaching and learning can transform perceptions, terms, and selves. Teaching and Learning Inquiry, 4(2). https://doi.org/10.20343/teachlearninqu.4.2.5

Divan, A., Ludwig, L. O., Matthews, K. E., Motley, P. M., & Tomljenovic-Berube, A. M. (2017). Survey of research approaches utilised in the scholarship of teaching and learning publications. Teaching and Learning Inquiry, 5(2), 16–29. https://doi.org/10.20343/teachlearninqu.5.2.3

Felten, P., Bagg, J., Bumbry, M., Hill, J., Hornsby, K., Pratt, M., & Weller, S. (2013). A call for expanding inclusive engagement in SoTL. Teaching and Learning Inquiry, 1(2), 63-74. https://www.jstor.org/stable/10.2979/teachlearninqu.1.2.63#metadata_info_tab_contents

Health Quality Ontario. (2012). Quality improvement guide. Queen’s Printer for Ontario. https://www.hqontario.ca/portals/0/documents/qi/qi-quality-improve-guide-2012-en.pdf

McMaster University Nursing Students Society. (2016, July 8). NUB Survery. https://munss.ca/nub-survey

Ntho, T. A., Pienaar, A. J., & Sehularo, L.A. (2020). ‘Peer-mentees’ challenges in an undergraduate peer-group clinical mentoring programme in a nursing education institution. Health SA Gesondheid, 25(0), a1435. https://doi.org/10.4102/hsag.v25i0.1435

Rohatinsky, N., Harding, K., & Carriere, T. (2017). Nursing student peer mentorship: A review of the literature. Mentoring & Tutoring: Partnership in Learning, 25(1), 61–77. https://doi.org/10.1080/13611267.2017.1308098

Vaughan, Clampitt, K., & Park, N. (2016). To teach is to learn twice: The power of a blended peer mentoring approach. Teaching and Learning Inquiry, 4(2), 1–17. https://doi.org/10.20343/teachlearninqu.4.2.7

Webb, A., & Welsh, A. J. (2019). Phenomenology as a methodology for scholarship of teaching and learning research. Teaching and Learning Inquiry, 7(1), 168–181. https://doi.org/10.20343/teachlearninqu.7.1.11

Wong, C., Stake-Doucet, N., Lombardo, C., Sanzone, L., & Tsimicalis, A. (2016). An integrative review of peer mentorship programs for undergraduate nursing students. Journal of Nursing Education, 55(3), 141–149. https://doi.org/10.3928/01484834-20160216-04

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Publié-e

2024-05-13

Comment citer

Skipper, A., Jacinto, K., Siddiqui, S., Pratt, M., & Gandza, S. . (2024). Strengthening a peer mentorship program for accelerated nursing students: Development of a quality improvement pilot project. International Journal for Students as Partners, 8(1), 233–244. https://doi.org/10.15173/ijsap.v8i1.5584

Numéro

Vol. 8 No. 1 (2024)

Rubrique

Case Studies

Licence

(c) Tous droits réservés Alexander Skipper, Krizalyn Jacinto, Salwa Siddiqui, Maria Pratt, Stephen Gandza 2024

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