Peer mentorship in clinical education: outcomes of a pilot programme for first year students
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Impact of Clinical Anatomy Peer Mentorship Program on Student Leaders: A Mixed-Methods Study
2023, Journal of Surgical ResearchStudent nurses’ experiences participating in a peer mentoring program in clinical placement studies: A metasynthesis
2022, Nurse Education in PracticeCitation Excerpt :Following this step, 42 of these articles were excluded based on ineligible study design, irrelevant focus, irrelevant findings, or not being in line with the applied inclusion approach. Altogether, 10 articles remained relevant and were finally included for further analysis and synthesizing (Botma et al., 2013; Carey et al., 2018; du Plessis, 2004; Giordana and Wedin, 2010; Green, 2018; Harmer et al., 2011; Loke and Chow, 2007; Smith et al., 2015; Yates et al., 1997; Zentz et al., 2014). Key information about the included articles is presented in Table 1, including authors, year of publication, country, study aim, methodology, participants (mentors and/or mentees), students’ education level and the clinical context of the student nurses’ placements.
Peer-assisted teaching: An interventional study
2015, Nurse Education in PracticeCitation Excerpt :Results offer potential answers in future examination university-led PAL programs and whether PAL can translate in ongoing educational practice in the workforce. One of the hypothesised benefits of PAL relates to its role in reducing anxiety levels, particularly in the clinical environment (Aston and Molassiotis, 2003; Yates et al., 1997). When we asked our cohort about confidence in public speaking and ability to teach, we were unable to detect a significant impact, although there was a trend towards increasing confidence.
Impact of faculty caring on student retention and success
2011, Teaching and Learning in NursingCitation Excerpt :According to Valencia-Go (2005), mentoring enhances the retention and recruitment of not just nursing students but also nursing faculty and includes the area of cultural diversity. The mentoring process may be from peer to peer, faculty to student, student to faculty, student to student, and alumni to student (Yates, Cunningham, Moyle, & Wollin, 1997). Positive results of a structured mentoring activity can be used as viable options to assist students and nursing faculty in developing positive relationships and offering support while facilitating learning (Amaro, Abriam-Yago, & Yoder, 2006).
Evaluation of mentorship programme in nursing education: A pilot study in Turkey
2010, Nurse Education Today