Problem

 

The lack of a formal peer-to-peer mentorship program among the nursing students in the BSN Program on the Lancaster Campus. 

 

Background

 

During my undergraduate experience, peer-to-peer mentorship had a great impact on my professional development as a nurse and a leader. Based on my personal experience, I plan to develop a formal peer-to-peer mentorship program among nursing students at USC Lancaster (USCL). In a study done by Elaine Scott (2005), a similar peer-to-peer mentorship program was implemented that resulted in great satisfaction among students and faculty. The study also found that continuing the mentorship into the students’ first year of their nursing practice helped to decrease new graduate nurse burn out. Participants in the study showed more effective clinical practice when they received strong mentorship and commitment to development of leadership behaviors (Scott, 2005). In my own experience, which is described in Key Insight 3 (Process to Leadership),this commitment was displayed by my peer mentor. One study by Colvin et al. (2010) examined the benefits of peer mentoring relationships. The results of this study showed that peer mentors encouraged their mentee to be more involved on campus and improved academically (Colvin et. al 2010). This is similar to my own experience and how my peer mentor contributed to my success throughout my college journey. I plan to initiate a program to allow for other nursing students to benefit from a peer-to-peer mentorship program. 

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General Solution

 

My general solution to the problem is to establish a peer-to-peer mentorship program among upper division and lower division four-year nursing students at USC Lancaster. My relationship with my peer mentor was developed through my beyond the classroom experience as a Peer Advisor at Lancaster (PAL). In my third Key Insight, Process to Leadership, I explain how I felt inadequate and lacked confidence. It was through the actions of my peer mentor that helped me to gain confidence within myself which cultivated leadership qualities. My mentor reassured me when I doubted myself and guided me in areas that needed development. Through my mentor’s willingness to invest in my future, I have established my role as a soon-to-be nurse and a leader among my peers. 

            During my Psychiatric/Mental Health course (NURS 411) I learned the concept of Therapeutic communication. As discussed in Key insight 1, How Our words Matter to Our patients, therapeutic communication is the purposeful use of communication to build and maintain relationships.  Building a trusting relationship is the foundation of mentorship. This trusting relationship will facilitate the personal and academic development of the mentee. Therapeutic communication will be instilled in those that participate in this peer-to-peer mentorship program. 

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Detailed plan

 

Step 1: Present the plan and gain approval

 

This peer-to-peer mentorship program would be an optional opportunity offered to nursing students that are members of the Student Nursing Association (SNA). Student participation begins within this organization during freshman year. Therefore, to reach a variety of students at different academic levels, I determined it was best to collaborate with SNA. Collaboration with SNA will also provide a mode of continuation of the mentoring program. One responsibility of the Director of Membership will be to maintain this program at the start of each academic year. This will require an adjustment to the description of this position role of the executive officers at Lancaster.  I will communicate with SNA in Columbia to seek approval for the adjustments in the roles.  After receiving approval, I will present my detailed plan to the SNA 2021 executive officers on the Lancaster Campus. 

 

Step 2: Find the need and willingness of students to participate

 

With collaboration from SNA leaders, I will present the plan to all members of the Student Nursing Association. In sharing this plan, I will share the following benefits of this program which includes the opportunity for the mentee to receive guidance based on their mentor’s experience. As for mentors, the benefit of this program is that it allows for them to stay up to date on material as they prepare for the NCLEX and continually practice their Therapeutic Communication skills. A survey will be provided to determine those that are willing to participate along with their contact information

 

 

Step 3: Pair mentors to mentees 

 

After receiving information from the survey, I will pair mentors to mentees. Pairing will be based on the students’ current academic year. 

 

 

 

 

 

 

 

 

 

 

 

Step 4: Initial Meeting 

Once, the mentor and mentee are paired, a celebration will be held to introduce the mentor and mentee. At the celebration, a short presentation will be given to discuss the use of Therapeutic communication. Then we will allow mentees to practice this concept with their mentor. The pairs will be given different scenarios and will be tasked to implement therapeutic communication. Once the scenarios are completed, the mentor will discuss what the mentee did correctly and how their communication skills can improve.

Previously, therapeutic communication was not introduced until senior year of the BSN program. Introducing students to this concept early will better prepare nursing students for their clinical rotations. Patients can be hesitant to receive care from a student. With the use of therapeutic communication, this will help the student build a trusting relationship with the patient. Creating this trusting relationship will reduce the hesitancy around receiving care from a student.

  

Step 5: Mentor and Mentee relationship 

The mentor and mentee relationship will be individualized. One goal for this program is that mentor will help guide the mentee through their nursing courses, based on their experience. This could include the mentor helping the mentee study for upcoming exams. This also gives the chance for the mentor to review previous class material. Reviewing previous class material will help the Senior mentor prepare for the NCLEX.  The peer mentor role could also be to guide the mentee when in a state of role confusion.  For example, during times that I questioned my ability to become a nurse, my peer mentor offered words of encouragement through use of therapeutic communication. 

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Step 6: Monthly meetings 

Monthly meetings will be held for the mentorship program to discuss issues and concerns among participants. Prior to the meetings participants will be sent a survey to evaluate their overall satisfaction. Reponses from the survey will be discussed at the meeting.

 

Evaluation 

 

To evaluate the satisfaction of participants, surveys will be sent out monthly. In the survey, it will ask overall satisfaction with the relationship and what improvements, if any, could be made. If either participant is not satisfied with the relationship, a meeting will be held to discuss concerns between the parties. However, if a consensus cannot be reached, then a re-pairing of mentor and mentee can be requested. 

Based on the study completed by Colvin et al. (2010), in addition to participants’ satisfaction, I would like to see increased involvement on campus and improved grades as a result of this program.  This will be evaluated based on self-report from the participants. At the end of the semester a survey will be emailed to the participants. This survey will evaluate the impact that the participants believed peer mentoring had during the semester. 

 

Long term goal 

 

The mentorship relationship will be encouraged to continue through the participants’ nursing career. It was found that mentorship provides overall job satisfaction and decreases the risk of burnout (Scott, 2005). Therefore, the hope is that participants understand the benefits of mentorship and seek these relationships in their employment as a nurse.

 

 

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References 

 

Colvin, J., & Ashman, M. (2010). Roles, Risks, and Benefits of peer mentoring relationships in   higher education. Mentoring & Tutoring: Partnership in Learning, 18(2) p. 121-134    DOI: 10.1080/13611261003678879  

 

Scott, E. (2005). Peer-to-Peer Mentoring Teaching Collegiality. Nurse Educator, 30(2) p.52-56.

 

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