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- W4224871682 abstract "Final-year baccalaureate nursing students can experience a significant amount of stress that negatively impacts their well-being, academic performance, and transition to professional practice. This pilot study aimed to evaluate the impact of a Virtual Peer Mentoring (VPM) program using alumni mentors in addressing mental well-being, self-compassion, and professional development needs of final-year baccalaureate nursing students. An explanatory sequential mixed-methods design was employed. The quantitative research used a quasi-experimental pretest-posttest design and quantitative data was collected using three validated instruments to assess mental well-being and self-compassion. The qualitative research used an individual and focus group interview design. Twenty-three mentees and eight mentors participated in the VPM program during the 2018–2019 academic year. Quantitative results showed that while mental well-being and self-compassion scores improved post-intervention, the change was not statistically significant. Qualitative analysis uncovered new insights into the participants' experiences and revealed three categories: (1) Continuation of the Mentoring Relationship; (2) Growth as a Recipient of Mentorship; and (3) Continual Development by Being a Mentor. The categories illustrate how mentees perceived benefits to their professional socialization, academic expectations, and well-being while mentors similarly expressed enrichment with their personal growth and professional development as a result of VPM. VPM was well-received by participants and show promise in supporting nursing students to manage academic, practice, and socialization challenges. Both mentors and mentees described gaining mutual benefits and professional and personal growth." @default.
- W4224871682 created "2022-04-27" @default.
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- W4224871682 date "2022-07-01" @default.
- W4224871682 modified "2023-10-01" @default.
- W4224871682 title "A virtual peer mentoring intervention for baccalaureate nursing students: A mixed-methods study" @default.
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- W4224871682 doi "https://doi.org/10.1016/j.profnurs.2022.04.006" @default.
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