Artykuły w czasopismach: „Peer mentoring”

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Fleming, Kathryn. "Peer mentoring". Nursing Management (Springhouse) 48, nr 1 (styczeń 2017): 12–14. http://dx.doi.org/10.1097/01.numa.0000511191.71783.a3.

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Forcum, Kimberly. "Peer Mentoring". Nursing for Women's Health 14, nr 6 (grudzień 2010): 441. http://dx.doi.org/10.1111/j.1751-486x.2010.01589.x.

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Scott, Elaine S. "Peer-to-Peer Mentoring". Nurse Educator 30, nr 2 (marzec 2005): 52–56. http://dx.doi.org/10.1097/00006223-200503000-00004.

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Silva, Natanias Macson da, Leonel Francisco de Oliveira Freire, Anne Itamara Benigna Evangelista Aires, Marcos Daniel Oliveira e. Silva, Stheshy Vieira e. Souza, Micássio Fernandes de Andrade, Ellany Gurgel Cosme do Nascimento i Thales Allyrio Araújo de Medeiros Fernandes. "Peer-mentoring na educação em saúde: quais as suas aplicações, limitações e estratégias para o sucesso?" Research, Society and Development 10, nr 11 (22.08.2021): e52101119343. http://dx.doi.org/10.33448/rsd-v10i11.19343.

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Este estudo buscou investigar a contribuição do Peer-Mentoring na formação acadêmica de base e educação continuada de profissionais da saúde, bem como identificar as principais limitações, desafios e alternativas para atingir o sucesso de sua implementação. Trata-se de um estudo de revisão integrativa com busca sistemática, realizada nas bases de dados PubMed, Scopus, Web Of Science, Education Resources Information Center (ERIC) e Biblioteca Virtual em Saúde (BVS). Foram incluídos artigos eletrônicos, disponíveis na íntegra, nos idiomas português, inglês e/ou espanhol e publicados nos últimos 5 anos. Excluiu-se os estudos do tipo revisão de literatura, resumos, carta ao editor, manuscritos duplicados e estudos que não apresentaram relação com a temática. Os seguintes descritores foram combinados com os operadores booleanos AND e OR: “Peer-Mentoring”, “Peer Group”, “Mentoring”, “Mentors”, “Health Education” e "Education, Medical”. Foram coletados 31 artigos elegíveis, que passaram por uma análise na íntegra e fichamento dos dados. Os estudos foram agrupados em cinco categorias de análise: (1) contribuição do Peer-Mentoring no processo de formação acadêmica; (2) impacto do Peer-Mentoring na educação continuada de profissionais da saúde educação continuada; (3) limitações são encontradas durante a execução do Peer-Mentoring; (4) desafios pedagógicos que devem ser vencidos, no transcurso da mentoria entre pares; (5) Como atingir o sucesso durante a implantação e execução de programas de Peer-Mentoring?. O Peer-Mentoring mostrou-se capaz de melhorar significativamente o processo de ensino em saúde. Perspectivas futuras apontam para uma maior adesão, por parte das instituições de ensino, em inserir a mentoria entre pares nos programas pedagógicos.

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Noufou, Ouedraogo, Davar Rezania i Muhammad Hossain. "Measuring and exploring factors affecting students’ willingness to engage in peer mentoring". International Journal of Mentoring and Coaching in Education 3, nr 2 (6.06.2014): 141–57. http://dx.doi.org/10.1108/ijmce-11-2012-0071.

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Purpose – The purpose of this paper is to measure students’ willingness to mentor their peers and explores key factors to student peer mentoring effectiveness. Design/methodology/approach – The paper uses a hybrid research methodology consisting of a survey and a focus group discussion. The survey was conducted with students of a bachelor of commerce (BCom) program of a North American university to analyze the impact of organizational culture and altruism on their willingness to mentor their peers. The focus group discussion was carried out with students of the same program to explore the objectives, focus, and factors contributing to their willingness to mentor and to peer mentoring effectiveness. Findings – Organizational culture and altruism significantly affect students’ emotional and intentional willingness to mentor their peers. Peer mentoring can help students prepare their transition from high school to university, guide them through university programs, and help them prepare their transition from university to workplace. Critical factors to peer mentoring effectiveness include a good fit between mentors and mentees, a reasonable ratio of mentor to protégés, and an understanding of and a willingness to address each student's specific needs. Practical implications – Business schools should embrace and promote a culture of mutual help, look for altruistic students as prospective peer mentors, and promote voluntary student peer mentoring. A mentoring program should be flexible enough to meet each student's needs. Attention should be paid to finding a good fit between mentors and protégés. Communication should focus on the benefits of student peer mentoring for mentors and protégés. Originality/value – This research brings empirical evidence on peer mentoring by testing and confirming the impact of altruism and organizational culture on students’ willingness to mentor their peers. It also provides practical insight to business schools for implementing student peer mentoring programs.

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Allen, Tammy D., Joyce E. A. Russell i Sabine B. Maetzke. "Formal Peer Mentoring". Group & Organization Management 22, nr 4 (grudzień 1997): 488–507. http://dx.doi.org/10.1177/1059601197224005.

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Harmer, Bonnie McKay, Jaime Huffman i Barbara Johnson. "Clinical Peer Mentoring". Nurse Educator 36, nr 5 (wrzesień 2011): 197–202. http://dx.doi.org/10.1097/nne.0b013e3182297d17.

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Goodrich, Andrew, Elizabeth Bucura i Sandra Stauffer. "Peer Mentoring in a University Music Methods Class". Journal of Music Teacher Education 27, nr 2 (13.09.2017): 23–38. http://dx.doi.org/10.1177/1057083717731057.

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The purpose of this study was to investigate undergraduates’ perceptions of peer mentoring and the impact of peer mentoring in a music teacher preparation course. The following questions were included: What knowledge and abilities do students bring to the peer mentoring process? How do students perceive their roles as teachers and learners in the peer mentoring experiences? How do the students benefit, if at all, from peer mentoring experiences? Students participated in four planned peer mentoring experiences; an unanticipated, informal mode of peer mentoring emerged during large-group teaching experiences. Analysis revealed that student perceptions of and comfort levels with peer mentoring varied as their roles as teacher or learner changed. Findings suggest that students use prior music and teaching knowledge when engaged in peer mentoring and their enactment of teaching roles varied depending on the structure of peer mentoring episodes. Benefits to students included increased awareness of themselves as teachers and enhanced comfort with providing and receiving critique.

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Lee, Jongwook, Amelia Anderson i Gary Burnett. "Peer relationships and mentoring between LIS doctoral students: A qualitative approach". Journal of Librarianship and Information Science 49, nr 1 (8.07.2016): 115–24. http://dx.doi.org/10.1177/0961000615592024.

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Despite the critical role of peers in the socialization of doctoral students, relatively few researchers have studied types of peer relationships and information exchanged between doctoral students. This study aims to explore doctoral students’ perceptions of their peer relationships and informal peer mentoring within a library and information science program. The authors applied Kram and Isabella’s peer relationship framework developed in organizational settings to examine peer relationship types of library and information science doctoral students. Interviews with 12 doctoral students reveal the existence of cohort, social/academic peer, and other peer groups, which can be mapped onto Kram and Isabella’s continuum of peer relationships, categorized as special, collegial, and information peers; however, this framework suffers from a limitation in explaining dysfunctional peer relationships identified in the study. In regard to differences between peer relationships and peer mentoring, respondents tend to perceive mentoring as a developmental function that takes place in peer relationships. Moreover, the authors propose five types of information exchanged between doctoral students, which are (a) basic, (b) administrative, (c) professional, (d) social, and (e) personal information, and they suggest that peer relationships influence the topical diversity and degree of disclosure in information exchange.

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Dennison, Susan. "Peer Mentoring: Untapped Potential". Journal of Nursing Education 49, nr 6 (1.06.2010): 340–42. http://dx.doi.org/10.3928/01484834-20100217-04.

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Grenier, Julian. "All about…: peer mentoring". Nursery World 2015, nr 5 (9.03.2015): 21–26. http://dx.doi.org/10.12968/nuwa.2015.5.21.

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McDaugall, Marilyn, i Rona S. Beattie. "Peer Mentoring at Work". Management Learning 28, nr 4 (grudzień 1997): 423–37. http://dx.doi.org/10.1177/1350507697284003.

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Van der Elst, Kristien, Diederik De Cock, Lore Bangels, Lianne Peerlings, Michael Doumen, Delphine Bertrand, Lies De Caluwé i in. "‘More than just chitchat’: a qualitative study concerning the need and potential format of a peer mentor programme for patients with early rheumatoid arthritis". RMD Open 7, nr 3 (październik 2021): e001795. http://dx.doi.org/10.1136/rmdopen-2021-001795.

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BackgroundPatients recently diagnosed with rheumatoid arthritis (RA) have specific educational and supportive needs. These could partly be addressed with mentoring by other patients living with RA. This qualitative study explores stakeholder perceptions towards peer mentoring in early RA care.MethodsTwo focus groups with patients with early RA (n=10), one with patient organisation representatives (n=5), one with rheumatologists (n=8) and one with rheumatology nurses (n=5) were held. Two patient research partners supported analysis and interpretation.ResultsFour overarching themes were found: added value, experience with peer mentoring, concerns and need in daily care. Patients and patient organisation representatives confirmed the potential of peer mentoring especially regarding sensitive topics not easily discussed with professionals. Patients felt it could provide additional understanding and recognition. Nurses and rheumatologists were less convinced of the added value of peer mentoring because patients never mentioned it and they were concerned about the loss of control over correct information provision. The need for peer mentoring was perceived as person and disease phase-dependent and should therefore be optional, rather than a care standard. The requirements for a peer mentorship programme remained challenging to define for stakeholders. However, all expressed the need for supervision by healthcare professionals and that peer mentors should be carefully selected, educated and matched to newly diagnosed patients.ConclusionPeer mentoring and its implementation remain vague concepts, especially for healthcare providers. However, patients are interested in mentoring by peers, and the current results may support in effectively implementing such programmes early in the disease.

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Van der Elst, Kristien, Diederik De Cock, Lore Bangels, Lianne Peerlings, Michael Doumen, Delphine Bertrand, Lies De Caluwé i in. "‘More than just chitchat’: a qualitative study concerning the need and potential format of a peer mentor programme for patients with early rheumatoid arthritis". RMD Open 7, nr 3 (październik 2021): e001795. http://dx.doi.org/10.1136/rmdopen-2021-001795.

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BackgroundPatients recently diagnosed with rheumatoid arthritis (RA) have specific educational and supportive needs. These could partly be addressed with mentoring by other patients living with RA. This qualitative study explores stakeholder perceptions towards peer mentoring in early RA care.MethodsTwo focus groups with patients with early RA (n=10), one with patient organisation representatives (n=5), one with rheumatologists (n=8) and one with rheumatology nurses (n=5) were held. Two patient research partners supported analysis and interpretation.ResultsFour overarching themes were found: added value, experience with peer mentoring, concerns and need in daily care. Patients and patient organisation representatives confirmed the potential of peer mentoring especially regarding sensitive topics not easily discussed with professionals. Patients felt it could provide additional understanding and recognition. Nurses and rheumatologists were less convinced of the added value of peer mentoring because patients never mentioned it and they were concerned about the loss of control over correct information provision. The need for peer mentoring was perceived as person and disease phase-dependent and should therefore be optional, rather than a care standard. The requirements for a peer mentorship programme remained challenging to define for stakeholders. However, all expressed the need for supervision by healthcare professionals and that peer mentors should be carefully selected, educated and matched to newly diagnosed patients.ConclusionPeer mentoring and its implementation remain vague concepts, especially for healthcare providers. However, patients are interested in mentoring by peers, and the current results may support in effectively implementing such programmes early in the disease.

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Connolly, Sara. "The impact of peer mentoring on the mentors". Journal of Applied Research in Higher Education 9, nr 2 (10.04.2017): 255–66. http://dx.doi.org/10.1108/jarhe-10-2015-0078.

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Purpose The purpose of this paper is to examine the impact of first generation peer mentoring experiences on retention, grade point average and students’ perception of their academic and leadership development. Design/methodology/approach This study utilized a mixed methods approach. Focus groups and interviews were utilized to determine the reported leadership experiences of the mentors. Descriptive statistics were used to compare grade point averages and retention rates. Findings The study found peer mentors in residential life perceived an increase in leadership skills; including role modeling, time management, personal confidence, and problem solving. The peers were challenged in their roles, and perceived these challenges to help them to grow as leaders. When compared to their peers, the peer mentors experienced increased retention and similar grade point averages. The results indicated that peer mentoring experiences can be beneficial for the mentors who are first generation college students, even experiences that are particularly challenging. Research limitations/implications The biggest limitation to this study is the fact that this was a small sample, without a control group. A further limitation is that it was difficult to get students to participate in the study. Future research might examine peer mentoring experiences of first generation students on larger campuses or on multiple campuses to allow for a control group of first generation peers without a peer mentoring experience. Practical implications The results indicated that peer mentoring experiences can be beneficial for the mentors who are first generation college students, even experiences that are particularly challenging. Social implications Due to the potential for their success, these types of experiences should be expanded for first generation students, a group that is at a higher risk for drop out. Special attention should be paid to ongoing training in peer mentoring experiences, given the level of commitment by the mentors. Originality/value While other studies have examined the impact of peer mentoring on those that have been mentored, and a few have examined the impact of the experience on the mentors themselves this study extends the research by looking at first generation college students. This is valuable because first generation students continue to lag in their success in college and practical research on what can improve the student experience for this group is necessary.

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Cassese, Erin C., i Mirya R. Holman. "Writing Groups as Models for Peer Mentorship among Female Faculty in Political Science". PS: Political Science & Politics 51, nr 02 (30.01.2018): 401–5. http://dx.doi.org/10.1017/s1049096517002049.

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ABSTRACTWomen are underrepresented among political science faculty and leave academic careers at far greater rates than their male colleagues. Women’s lower research productivity is one reason for the declining number of women in advanced academic ranks. Mentoring can provide necessary advice and feedback to encourage scholarly production, but research shows that female scholars face challenges in traditional mentoring arrangements. We propose that peer mentoring can provide a missing link by supporting research productivity. Using a case study of an existing peer-mentoring group, we document how writing groups can provide flexible mechanisms for peer mentoring that circumvent the obstacles women face with mentoring and complement existing mentoring relationships. We discuss the structure of this group—as well as a survey-based assessment of it—to demonstrate how this approach can be readily adopted by other women in the profession who seek to expand their network of mentors to include peers in their subfield.

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Goodrich, Andrew. "Peer Mentoring in a High School Jazz Ensemble". Journal of Research in Music Education 55, nr 2 (lipiec 2007): 94–114. http://dx.doi.org/10.1177/002242940705500202.

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The use of peer mentoring in a successful high school jazz band was explored during one academic year of instruction using ethnographic techniques. Participants included primary informants (student jazz band members, director, assistant director, adult mentors) and secondary informants (guidance counselor, principal, parents, nonjazz band member students). Data analysis revealed that peer mentoring contributed to the success of a high school jazz band. Five themes emerged: (a) mentoring from the adult perspective, (b) peer mentoring for musicianship, (c) mentoring in rehearsals, (d) mentoring outside jazz band rehearsals, and (e) social mentoring. Suggestions for teacher educators include supporting, developing, and implementing peer mentoring, which can aid directors in instruction and rehearsal efficiency.

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L Geesa, Rachel, Kendra Lowery i Kat McConnell. "Mentee Perspectives of a First-Year Peer Mentoring Program for Education Doctoral (EdD) Students". International Journal of Doctoral Studies 13 (2018): 471–95. http://dx.doi.org/10.28945/4148.

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Aim/Purpose: In this paper, we examine how first-year education doctoral (EdD) students in a peer mentoring program may be supported in the academic and psychosocial domains to increase timely degree completion, decrease attrition, and improve the EdD program for students and faculty. Background: EdD students often face unique trials based on academic, social, professional, and personal challenges that arise during their degree program. The paper addresses how peer mentoring programs may help students overcome these challenges while completing their EdD program. Methodology: To investigate the effectiveness of a peer mentoring program for students, we focused on a single case study of an EdD peer mentoring program with 11 first-year EdD students who participated in the program. Using mixed methods, we collected and analyzed data from pre- and post-surveys, individual interviews, and a focus group. Contribution: Few studies about peer mentoring programs for EdD students exist. This study is unique because it focuses on first-year EdD students’ perspectives and, unlike other studies on peer mentoring programs, peer mentors are defined as graduates of the EdD program or current EdD students who are further along in the program. Whilst many studies of peer mentoring recommend peer mentoring for new students, our findings suggest that in the case of EdD students, extended or later peer mentoring may be more beneficial. Findings: From the quantitative and qualitative data results, five themes related to mentee perspectives of the benefits of EdD peer mentoring program emerged: 1) receiving academic advice and program support; 2) focusing on the future; 3) receiving emotional support and work-life balance advice; 4) having an experienced and relatable mentor; and 5) needing more mentoring to derive benefits. While mentees reported positive feelings about the mentoring program, many expressed that they did not yet have a need for mentoring. Considering that most mentoring studies focus on early program mentees, these results present the possibility of a need for extended or later-program mentoring. Based on the data, we identified a need for additional research which focuses on determining the correct timing for EdD students to begin peer mentoring program since students take coursework during their first year and have not begun work in the dissertation phase of the program. Recommendations for Practitioners: Sustainability of peer mentoring programs can present challenges based on the time and needs of mentees, mentors, and faculty. Doctoral faculty should evaluate the benefits of an EdD peer mentoring program for mentees on a regular basis to ensure that the program effectively supports and guides mentees to degree completion. Recommendation for Researchers: Literature and research on the evaluation, impact, and value of peer mentoring programs for EdD students and first-year doctoral students are limited. Researchers could study further the perspectives of mentees in an EdD peer mentoring program throughout their degree program from taking coursework to writing a dissertation. The benefits of early-program mentoring in comparison to later-program mentoring could be investigated further. Impact on Society: Providing mentoring opportunities to EdD students may help them overcome academic, social, and emotional challenges, and in turn, allow more education leaders to successfully complete their EdD and use their education to improve their school communities. Future Research: Future studies should examine other options of mentoring programs for first-year EdD students and EdD students who completed their EdD coursework and are working on their dissertation. Longitudinal studies are also needed to track mentees’ progression throughout the program.

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O'Shea, Sarah, Sue Bennett i Janine Delahunty. "Engaging ‘students as partners’ in the design and development of a peer-mentoring program". Student Success 8, nr 2 (27.07.2017): 113–16. http://dx.doi.org/10.5204/ssj.v8i2.390.

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This presentation focussed on an innovative approach to developing peer mentoring programs. Drawing upon a ‘student as partners’ framework, the presentation explored how this has been used to underpin an approach to peer mentoring from the ground up. University peer mentoring programs are largely designed and developed by staff, who not only recruit and train student mentors but also select frequency and type of involvement for all parties. This pilot project proposes a different approach by collaborating with students in the design, development and enactment of a peer-mentoring program within one School of Education. From this pilot, we will develop guidelines and recommendations for the implementation of student-led peer mentoring programs (Students as Partners in Mentoring: SaPiM) across the University of Wollongong (UOW).

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Goodrich, Andrew. "Peer Mentoring and Peer Tutoring Among K–12 Students: A Literature Review". Update: Applications of Research in Music Education 36, nr 2 (29.04.2017): 13–21. http://dx.doi.org/10.1177/8755123317708765.

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The purpose of this literature review is to examine research on peer mentoring among K–12 students to assist practitioners with how to incorporate these instructional techniques into their own music programs. Primary themes across the music education literature of peer mentoring include the role of music teachers, the role of students as they learn from each other, and the role of socialization. This article concludes with implications for music educators and recommendations for future studies to inform practice and to guide further research into peer mentoring among K–12 students.

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Page, Deaglan, i Donncha Hanna. "Peer Mentoring: The Students' Perspective". Psychology Learning & Teaching 7, nr 2 (styczeń 2008): 34–37. http://dx.doi.org/10.2304/plat.2008.7.2.34.

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Johnson, Roberta. "Peer Mentoring in the Academy". PMLA/Publications of the Modern Language Association of America 127, nr 4 (październik 2012): 973–79. http://dx.doi.org/10.1632/pmla.2012.127.4.973.

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In memory of my mentors, who were without peer: Howard T. Young, Andrew P. Debicki, and E. Inman FoxWhen athena wished to advise telemachus on his quest for his long-absent father, odysseus, she slipped into the guise of mentor, the tutor in whose care Odysseus had left his son and household. Respected, wise, war-savvy Athena preferred to counsel her mentee or protégé in the form of a human male rather than as a female goddess. The Greek story suggests the matters of hierarchy, selection, approach, relationships, and gender addressed in the proliferating literature on workplace mentoring. Athena's maneuvers behind the scenes also remind us that, compared with teaching, doing research, writing, advising, serving on local and national committees, editing, applying for grants, and evaluating colleagues and manuscripts, mentoring is perhaps the least recognized and least rewarded aspect of our academic work. The related but substantially different work of advising has achieved a more formal place in academic reviews. Although journals, books, and articles devoted to mentoring attempt to codify the practice and assign it a formal place in the constellation of our working lives, mentoring continues to be elusive, difficult to define, and unevenly carried out. I argue here that this ragged, catch-as-catch-can situation is not necessarily a bad thing. Overinstitutionalization could stifle the vitality of mentoring relationships, which flourish optimally when they are spontaneous, mutual, and open-ended.

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Ehrgott, Ellen, i Amanda Silberer. "Peer Mentoring in Clinical Education". Perspectives on Administration and Supervision 24, nr 1 (czerwiec 2014): 32–40. http://dx.doi.org/10.1044/aas24.1.32.

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Clinical training methods have been discussed among disciplines with a variety of methods having been used with some success. However, there is limited empirical evidence to support particular methods over others. The purpose of this research was to initiate a pilot study that provided empirical evidence for clinical shadowing as a proposed clinical training method. The clinical shadowing included focused clinical observations and supported clinical experiences in a series of sessions led by graduate student clinicians. Empirical data was collected from undergraduate students to identify the perceived level of preparedness as a measure of effectiveness of a “shadowing experience” prior to entering their first semester of independent clinical experience in an effort to document increased effectiveness during clinical training.

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O'Neil, Judy, i Victoria J. Marsick. "Peer Mentoring and Action Learning". Adult Learning 20, nr 1-2 (styczeń 2009): 19–24. http://dx.doi.org/10.1177/104515950902000105.

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Bidgood, Penelope. "Student Mentoring and Peer Tutoring". MSOR Connections 4, nr 1 (luty 2004): 12–16. http://dx.doi.org/10.11120/msor.2004.04010012.

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Lu, Yang, Elizabeth A. Pyatak, Anne L. Peters, Jamie R. Wood, Michele Kipke, Marisa Cohen i Paola A. Sequeira. "Patient Perspectives on Peer Mentoring". Diabetes Educator 41, nr 1 (13.11.2014): 59–68. http://dx.doi.org/10.1177/0145721714559133.

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Purpose The purpose of the study was to identify attitudes and topics relevant to peer mentoring as an adherence-promoting intervention for adolescents and young adults (YAs) with type 1 diabetes (T1D). Methods Self-administered survey data were collected in 2 diabetes clinics from a convenience sample of adolescents as prospective mentees (ages 13-18) and YAs as prospective mentors (ages 19-25) with T1D. Survey topics included demographics, disease history, glycemic control, adherence, depression, barriers to disease management, social support, and interest in peer mentoring. Descriptive statistical analyses, thematic coding, and stepwise multivariate logistic regression were performed. Results A majority of the 54 adolescents and 46 YAs expressed interest in a peer mentoring program. Having supportive friends and living in a large household positively predicted adolescent interest in having a peer mentor. Approximately one-third of all participants experienced social barriers to diabetes management. For adolescents, barriers included inflexible schedules, unfamiliar foods, and the embarrassment of checking blood glucose in front of others. Young adults reported barriers in tracking food consumption and remembering to check blood glucose. Various diabetes management skills were in high demand by adolescents, who especially desired to learn about managing T1D on their own and in college. Participants were open to multiple communication modes, including in-person meetings, phone, text messaging, and social media. Conclusions Many adolescents and young adults with T1D are interested in peer mentoring as a way to facilitate learning and sharing essential diabetes management skills and experiences.

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Heinrich, Kathleen T., i Mary Woods Scherr. "Peer Mentoring for Reflective Teaching". Nurse Educator 19, nr 4 (lipiec 1994): 36–41. http://dx.doi.org/10.1097/00006223-199407000-00013.

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ZOLER, MITCHEL L. "Peer Mentoring Boosts Diabetes Management". Family Practice News 42, nr 19 (listopad 2012): 14. http://dx.doi.org/10.1016/s0300-7073(12)70769-7.

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SPLETE, HEIDI. "Peer Mentoring Promotes CNA Retention". Caring for the Ages 9, nr 6 (czerwiec 2008): 12. http://dx.doi.org/10.1016/s1526-4114(08)60156-0.

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Benjamin, Mimi, i Brianna Rojas. "Developing Effective Peer Mentoring Programs". Journal of Student Affairs Research and Practice 55, nr 4 (22.03.2018): 468–70. http://dx.doi.org/10.1080/19496591.2018.1421208.

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Meyer, Anita P., Janis E. Blair i Julia A. Flies. "Peer mentoring of women physicians". Journal of General Internal Medicine 21, nr 9 (wrzesień 2006): 1007. http://dx.doi.org/10.1007/bf02743155.

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Hall, Ralph, i Zarni Jaugietis. "Developing Peer Mentoring through Evaluation". Innovative Higher Education 36, nr 1 (3.08.2010): 41–52. http://dx.doi.org/10.1007/s10755-010-9156-6.

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Stoller, Aaron. "Traditional and Critical Mentoring". Radical Teacher 119 (17.04.2021): 52–60. http://dx.doi.org/10.5195/rt.2021.765.

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In the last fifteen years, critical theories of mentorship have become a small, but growing, thread in the mentoring literature. Despite this recent advancement, critical mentoring frameworks have yet to meaningfully impact the discourse of undergraduate peer mentoring. This essay is an attempt to address a twin concern that undergraduate peer mentoring programs need a more adequate theoretical basis for practice and that, in particular, the limited discourse on mentoring theory must be expanded to include a variety of critical theories. This paper identifies the core conceptual differences between traditional and critical theories of undergraduate peer mentorship and advances a grounded, critical framework for undergraduate peer mentoring.

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Petersen, Brennan, Cole E. Giffin, Thierry R. F. Middleton i Yufeng Li. "Constellation Mentoring for University Soccer Players: A Case Study". Case Studies in Sport and Exercise Psychology 7, nr 1 (1.01.2023): 8–17. http://dx.doi.org/10.1123/cssep.2022-0013.

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Peer mentoring is a supportive relationship between a more experienced mentor and a less experienced protégé that has garnered attention in recent sport research. Moving beyond traditional mentoring dyads, constellation peer mentoring engages several mentors to provide support to a protégé, ensuring they have access to multiple perspectives and areas of expertise. We implemented a constellation peer-mentoring program with Canadian university student-athletes throughout their competitive seasons. Subsequently, we undertook an instrumental case study to explore participants’ feedback and the perceived benefits of the program. Using reflexive thematic analysis, we interpreted participants’ responses as indicative of traditional mentoring benefits, including reduced transitional stress, feelings of well-being, and feelings of satisfaction. In addition, we determined unique aspects of constellation peer mentoring, such as increased team cohesion, improved help-seeking, an environment that fostered relational mentoring experiences, and the need for leader training. Constellation peer mentoring presents a promising intervention for supporting student-athletes during career transitions.

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Ong, Yun Ting, Chrystie Wan Ning Quek, Anushka Pisupati, Eleanor Kei Ying Loh, Vaishnavi Venktaramana, Min Chiam i Lalit Kumar Radha Krishna. "Mentoring future mentors in undergraduate medical education". PLOS ONE 17, nr 9 (15.09.2022): e0273358. http://dx.doi.org/10.1371/journal.pone.0273358.

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Background Efforts to support flagging mentoring programs facing shortages of experienced clinical mentors have had an unexpected and welcome effect. Supplementing traditional mentoring programs with peer-mentoring have not only addressed gaps in practice, structure, support and mentee oversight but have offered mentees charged with peer-mentoring duties the opportunity to take on mentoring roles under senior supervision. This study evaluates the experiences of peer-mentors within a local research mentoring program to better understand and advance this endeavor. Methods Semi-structured interviews and post-interview surveys based on recent reviews on mentoring were employed. Adapting the Systematic Evidence Based Approach, data was analysed using thematic and content analysis. Results were combined using the Jigsaw Perspective to ensure that key elements of the different mentoring stages were identified. Results The interviews and surveys revealed the following domains: Motivation, Initiation, Practicing, and Mentoring Environment. Conclusion These findings provide novel insight into a structured framework that may help guide the experiences, training, assessment, and oversight of peer-mentors beyond the auspices of our local program. These general observations will equip host organizations with the direction they need to take in designing and executing peer-mentoring training and assessment programs of their own. Whilst the stages of peer-mentoring need further evaluation and an effective means of assessment and support pivotal, we believe our findings suggest that peer-mentoring may not only help to address the shortfall in mentors but is an invaluable learning experience that prepares and instils key values, beliefs and principles in young would-be mentors.

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Level, Allison V., i Michelle Mach. "Peer mentoring: one institution's approach to mentoring academic librarians". Library Management 26, nr 6/7 (sierpień 2005): 301–10. http://dx.doi.org/10.1108/01435120410609725.

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Hogan, Rosemarie, Deborah Fox i Georgina Barratt-See. "Peer to peer mentoring: Outcomes of third-year midwifery students mentoring first-year students". Women and Birth 30, nr 3 (czerwiec 2017): 206–13. http://dx.doi.org/10.1016/j.wombi.2017.03.004.

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Gregoric, Carolyn, i Annabelle Wilson. "Informal peer mentoring in early career researchers". International Journal for Researcher Development 6, nr 1 (11.05.2015): 40–56. http://dx.doi.org/10.1108/ijrd-08-2014-0020.

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Purpose – The purpose of this paper is to explore an informal interdisciplinary peer-mentoring relationship between two early career researchers. Design/methodology/approach – A case study approach, using autoethnography, was employed to explore the relationship from a complex adaptive systems (CAS) perspective. Findings – Informal peer-mentoring relationships may improve the work effectiveness and quality of the doctoral student and early career researcher experience. CAS can be an effective overarching theory for expanding understandings about mentoring. Research limitations/implications – This case study is limited to two early career researchers. Practical implications – Informal peer mentoring may help to overcome challenges encountered by doctoral students, early career researchers and university staff members. CAS accounts of mentoring have the potential to open new possibilities for future mentoring research. Originality/value – This paper provides unique insights into the experiences of doctoral students postgraduation and a long-term informal peer-mentoring relationship. Explorations of mentoring relationships from a CAS perspective are innovative.

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Hoffmann, Matt D., Todd M. Loughead i Gordon A. Bloom. "Examining the Experiences of Peer Mentored Athletes Competing in Elite Sport". Sport Psychologist 31, nr 2 (czerwiec 2017): 134–46. http://dx.doi.org/10.1123/tsp.2016-0052.

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The general objective of the current study was to explore the experiences of elite level athletes who reported being peer mentored by other athletes during their sporting careers. The primary purpose was to identify the mentoring functions provided by athlete mentors, while the secondary purpose was to examine the outcomes related to peer mentored athletes’ (i.e., protégés) mentoring experiences. Individual interviews were conducted with 14 elite peer mentored athletes, and the data were analyzed using a hierarchical content analysis. The results indicated that athlete mentors provided a variety of specific functions that facilitated protégés’ progression through sport and development from a personal standpoint. The findings also showed that protégés benefitted in terms of enhanced performance and confidence, and also demonstrated a willingness to provide mentorship to their peers. In sum, the results of the current study may be used to enhance the effectiveness of peer mentoring relationships between athletes.

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Singh, Satendra, Navjeevan Singh i Upreet Dhaliwal. "Near-peer mentoring to complement faculty mentoring of first-year medical students in India". Journal of Educational Evaluation for Health Professions 11 (30.06.2014): 12. http://dx.doi.org/10.3352/jeehp.2014.11.12.

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Purpose: The first year is stressful for new medical students who have to cope with curricular challenges, relocation issues, and separation from family. Mentoring reduces stress and facilitates adaptation. A program for faculty mentoring of first-semester students was initiated by the Medical Education Unit in 2009 at University College of Medical Sciences, Delhi. Feedback after the first year revealed that mentees were reluctant to meet their mentors, some of whom were senior faculty. In the following year, student mentors (near-peers) were recruited to see if that would improve the rate and quality of contact between mentees and mentors. Methods: Volunteer faculty (n=52), near-peers (n=57), and new entrants (n=148) admitted in 2010 participated in the ratio of 1:1:3. The program aims were explained through an open house meeting, for reinforcement, and another meeting was conducted 5 months later. At year-end, a feedback questionnaire was administered (response rate: faculty, 28 [54%]; mentees, 74 [50%]). Results: Many respondent faculty (27, 96%) and mentees (65, 88%) believed that near-peer mentoring was useful. Compared to the preceding year, the proportion of meetings between faculty mentors and mentees increased from 4.0±5.2 to 7.4±8.8; mentees who reported benefit increased from 23/78 (33%) to 34/74 (46%). Benefits resulted from mentors’ and near-peers’ demonstration of concern/support/interaction/counseling (35, 47.3% mentees); 23 mentees (82%) wanted to become near-peers themselves. Conclusion: Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness.

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Law, Kwok Hong, Ben Jackson, Xuan Hui Tan, Samantha Teague, Amanda Krause, Kaila Putter, Monique Du’cane i in. "Strengthening Peer Mentoring Relationships for New Mothers: A Qualitative Analysis". Journal of Clinical Medicine 11, nr 20 (12.10.2022): 6009. http://dx.doi.org/10.3390/jcm11206009.

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(1) Background: The transition to motherhood can be challenging, especially for first-time mothers, and can accompany maternal distress. Social support—such as that offered by peers—can be important in assisting mothers to manage such distress. Although primiparous mothers often seek out and value peer support programs, few researchers have investigated factors that may influence the strength of relationships in non-professional maternal peer support programs. Insight into these factors can be key to enhancing the success of future peer support interventions. (2) Methods: Reflexive thematic analysis was applied to data gathered from 36 semi-structured interviews conducted with 14 primiparous mothers and 17 peer mentors in a peer support program. (3) Results: Four themes related to successful mentorship were identified: expectations of peer relationship, independence of peer mentor, contact, and similarities. (4) Conclusions: For primiparous mothers who are developing their support network, these factors appear important for promoting close and effective peer support relationships. Interventions that harness the dynamics between these factors may contribute to more successful peer support relationships and mental health outcomes for participants.

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Kuo, Yu-Chen, Ching-Bang Yao i Zhe-Yu Wu. "Online Peer-Tutoring for Programming Languages Based on Programming Ability and Teaching Skill". Applied Sciences 12, nr 17 (25.08.2022): 8513. http://dx.doi.org/10.3390/app12178513.

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Web-based cooperative learning could enhance students’ learning motivation; however, learning activities in this process are rather confusing because of the lack of structured learning strategies, resulting in unfavorable learning achievements. With the peer tutoring learning environment to encourage students’ mutual learning and development, an online peer-tutoring platform for programming languages with peer mentoring is established herein for one-to-one peer tutoring activities. With students with higher learning ability as tutors and those with lower learning ability as tutees, tutors can provide online peer tutoring for programming languages via demonstrations and flowcharts to discuss the effects of using different teaching methods for learning activities on the learning achievement of tutees. Based on these teaching methods for peer learning, 52 undergraduates were divided into experimental groups A and B; each group was further divided into peer mentoring group and non-peer mentoring group based on the ability levels. The results show that learning activities with the online peer-tutoring platform for programming languages could assist both groups in enhancing their learning achievement and ensure positive attitudes toward programming languages. In the analyses, the peer mentoring group was preferable in peer tutoring for programming languages with demonstration, while the non-peer mentoring group did not appear significant.

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Morton, Benterah C., i Elizabeth Gil. "Not a solo ride: co-constructed peer mentoring for early-career educational leadership faculty". International Journal of Mentoring and Coaching in Education 8, nr 4 (21.11.2019): 361–77. http://dx.doi.org/10.1108/ijmce-02-2019-0026.

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PurposeThe purpose of this paper is to describe the origins of a co-constructed peer-mentoring model designed by and for early-career faculty representing historically underrepresented groups in the field of educational leadership. The model, which includes components of the multicultural feminist model of mentoring, pays specific attention to early-career faculty development and well-being and outlines the need for and benefits of peer-mentoring programs.Design/methodology/approachThis qualitative study details the experiences of the development and implementation of a peer-mentoring program based on a review of literature that points out the need to provide mentoring opportunities for early-career educational leadership faculty, from historically underrepresented populations, and further posits peer-mentoring as an avenue to enhance faculty development and well-being.FindingsFaculty representing historically underrepresented groups often experience challenges related to their identities, alongside the general pressures of working toward tenure. Peer-mentoring groups provide support with which to navigate these challenges. Peer-mentor groups are a supplement to other professional groups and interactions within departments and institutions.Practical implicationsThe model has implications of being able to prepare institutional leaders to work toward institutionalizing mentoring programs that take into consideration invisible labor while promoting professional growth and personal wellness, thereby increasing the satisfaction and retention of faculty.Originality/valueThis peer-mentoring model can be used as a tool to leverage collective support, rather than emphasize individual success. As a support vehicle, it can foster a cultural change within the field of educational leadership that supports collaboration over competition.

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Pyatt, Gill. "Cross-school Mentoring: Training and implementing a peer mentoring strategy". Mentoring & Tutoring: Partnership in Learning 10, nr 2 (sierpień 2002): 171–77. http://dx.doi.org/10.1080/1361126022000002473.

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Cornu, Rosie Le. "Peer mentoring: engaging pre‐service teachers in mentoring one another". Mentoring & Tutoring: Partnership in Learning 13, nr 3 (grudzień 2005): 355–66. http://dx.doi.org/10.1080/13611260500105592.

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Lewis, Vivian, Camille A. Martina, Michael P. McDermott, Linda Chaudron, Paula M. Trief, Jennifer G. LaGuardia, Daryl Sharp, Steven R. Goodman, Gene D. Morse i Richard M. Ryan. "Mentoring Interventions for Underrepresented Scholars in Biomedical and Behavioral Sciences: Effects on Quality of Mentoring Interactions and Discussions". CBE—Life Sciences Education 16, nr 3 (wrzesień 2017): ar44. http://dx.doi.org/10.1187/cbe.16-07-0215.

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Mentors rarely receive education about the unique needs of underrepresented scholars in the biomedical and behavioral sciences. We hypothesized that mentor-training and peer-mentoring interventions for these scholars would enrich the perceived quality and breadth of discussions between mentor–protégé dyads (i.e., mentor–protégé pairs). Our multicenter, randomized study of 150 underrepresented scholar–mentor dyads compared: 1) mentor training, 2) protégé peer mentoring, 3) combined mentor training and peer mentoring, and 4) a control condition (i.e., usual practice of mentoring). In this secondary analysis, the outcome variables were quality of dyad time and breadth of their discussions. Protégé participants were graduate students, fellows, and junior faculty in behavioral and biomedical research and healthcare. Dyads with mentor training were more likely than those without mentor training to have discussed teaching and work–life balance. Dyads with peer mentoring were more likely than those without peer mentoring to have discussed clinical care and career plans. The combined intervention dyads were more likely than controls to perceive that the quality of their time together was good/excellent. Our study supports the value of these mentoring interventions to enhance the breadth of dyad discussions and quality of time together, both important components of a good mentoring relationship.

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Goodrich, Andrew. "Counterpoint in the music classroom: Creating an environment of resilience with peer mentoring and LGBTQIA+ students". International Journal of Music Education 38, nr 4 (8.08.2020): 582–92. http://dx.doi.org/10.1177/0255761420949373.

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LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual) students face significant challenges that include peer harassment and health risks surpassing those of students who do not identify as being gay. Learning environments that include peer mentoring promote resilience and help LGBTQIA+ students gain a sense of well-being. Researchers in music education have recently begun to explore the various complexities that exist in the recognition of sexual orientation in the music classroom, yet research on how peer mentoring assists LGBTQIA+ students with resilience is noticeably absent. Drawing upon available educational research, the social-ecological framework of resilience served as the theoretical framework with how teachers can work with LGBTQIA+ students to become resilient through the process of peer mentoring. Five themes surfaced while conducting this review: the necessity of (a) setting the foundation for peer mentoring, (b) creating safe spaces, (c) encouraging socialization, (d) establishing leadership and identity, and (e) acknowledging intersectionality. Peer mentoring contributes to student well-being and positive sexual identity for LGBTQIA+ students. Salient concepts found in the literature can aid LGBTQIA+ students in the music classroom and inform future research in music education by portraying ways music teachers can use peer mentoring to create an environment of resilience for LGBTQIA+ students.

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Chernick, Lauren, Teresa Lee, Stephanie Lovinsky-Desir, Marisa Span, Gissette Reyes-Soffern, Jennifer Woo Baidal, Anne L. Taylor, Daichi Shimbo, Clara Lapiner i Brett Anderson. "30315 Successes in the COVID-19 Era: Novel Peer-Mentoring Series for Junior and Mid-Career Academic Faculty Across a University Campus". Journal of Clinical and Translational Science 5, s1 (marzec 2021): 63–64. http://dx.doi.org/10.1017/cts.2021.566.

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ABSTRACT IMPACT: Partnering with academic offices to promote peer-mentoring in a virtual format is feasible, novel, and well-received across a major academic campus. Particularly during a pandemic, the success of this programmatic effort highlights the continued need for peer-to-peer support. OBJECTIVES/GOALS: To identify feasibility and key lessons learned from the planning and implementation of a virtual, interdisciplinary group peer-mentoring series, implemented broadly across an academic medical center in New York City. METHODS/STUDY POPULATION: ASPIRE! (Accountability & Safe-Space to Promote, Inspire, Recharge, & Empower one another!) is a group of seven interdisciplinary mid-career academic women faculty, who began collaborations as CTSA KL2 scholars. Our mission is to support interdisciplinary peer coaching for advancement of gender and racial equity among academic faculty and leaders. We designed and implemented a series of virtual symposia focused on essential struggles for clinicians and investigators at during the COVID-19 pandemic. Partnering with Columbia’s CTSA, Office for Women and Diverse Faculty, and Office for Research, we invited leaders in psychiatry/psychology, early childhood education, organization/team management, and academic advancement as keynote speakers and facilitated peer-mentoring virtual breakouts. RESULTS/ANTICIPATED RESULTS: These efforts resulted in the completion of four separate 1.5-hour symposia, each with keynote speakers, discussions with academic leaders, and 30-minute breakout peer-mentoring sessions. Session topics included Calibrating Expectations, Helping Families Thrive, Managing Remote Teams, and Faces and Phases of Stress. Enrollment ranged from 30 to 70 participants per session. Participants reported: (1) Keynotes focused on actionable solutions stimulated the most productive conversations; (2) Peers from different disciplines and career stages provided a range of actionable recommendations tested within local contexts; (3) The greatest learning came from the peer-to-peer breakout group sessions. DISCUSSION/SIGNIFICANCE OF FINDINGS: Partnering with academic offices to promote interdisciplinary, peer-mentoring in a virtual format is feasible, novel, and can be well-received across a major academic campus during the COVID-19 pandemic. The success of this programmatic effort highlights the continued need for expanded peer-to-peer support in academia.

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Sibiya, Maureen Nokuthula, Thembelihle Sylvia Patience Ngxongo i Somavathy Yvonne Beepat. "The influence of peer mentoring on critical care nursing students’ learning outcomes". International Journal of Workplace Health Management 11, nr 3 (4.06.2018): 130–42. http://dx.doi.org/10.1108/ijwhm-01-2018-0003.

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Purpose The purpose of this paper is to explore the influence of peer mentoring on critical care nursing students’ learning outcomes in critical care units. Design/methodology/approach A qualitative exploratory research design was used to conduct the study. Ten critical care nursing students were recruited from critical care units in the five private and two public hospitals. Descriptions of their experiences were gained through individual face-to-face interviews. Findings The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes. However, peer mentoring was not consistent in all hospitals and there were no structured support systems to ensure that peer mentoring was formalized. Making peer mentoring a vital component in the registered nurses core competencies would enable efficiency and guarantee the viability of peer mentoring. Research limitations/implications Mentors for the critical care nursing students were not included in the study. Practical implications The study identified a need for incorporating a formalized mentorship programme into the core competencies of all qualified critical care nurses, the unit mentor to familiarise themselves with the prescribed learning objectives of the critical care nursing student and an allocation of supernumerary time for the critical care nursing student and mentors to allow for formal mentoring responsibilities to take place. Originality/value The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes and conscietises registered nurses of their responsibility as mentors.

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Rockinson-Szapkiw, Amanda, Jessica Herring Watson, Jackie Gishbaugher i Jillian L. Wendt. "A case for a virtual STEM peer-mentoring experience for racial and ethnic minority women mentees". International Journal of Mentoring and Coaching in Education 10, nr 3 (30.04.2021): 267–83. http://dx.doi.org/10.1108/ijmce-08-2020-0053.

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PurposeWhile previous research has examined the effectiveness of peer mentoring from the mentee's perspective, more research is needed to uncover how and why the interplay of the peer-mentoring relationship in a virtual format, especially for racial and ethnic minority (REM) women in historically Black colleges and universities (HBCUs) seeking a science, technology, engineering and mathematics (STEM) degree, impacts STEM success. This study seeks to address weaknesses in the mentoring literature by presenting a thorough and thick description of the peer mentoring experience for REM women in HBCU pursuing STEM degrees.Design/methodology/approachA multi-site case study approach (Yin, 2014) was employed to explore to what extent, if at all, and how did participating in the virtual STEM peer-mentoring experience influence peer mentees' STEM beliefs, interests, skills and behaviors.FindingsFindings demonstrated that the experiences of undergraduate REM women mentees supported engagement in virtual STEM peer mentoring as it was beneficial to developing a sense of belonging, enhancing interest in STEM, encouraging STEM identity, building STEM self-efficacy and, ultimately, promoting STEM persistence. The current study provides a rich picture of how and why peer mentoring is perceived as effective by mentees in STEM programs at HBCUs.Originality/valueThe findings from this study contribute greatly to the body of knowledge and will serve as a foundational model on which future VSTEM PM relationships can be built and fostered among other HBCUs, with the potential to broaden participation in STEM.

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