Peer Mentoring In A Nursing Program: A Case Study

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Peer-to-Peer Mentorship for Academic Success in an LPN Program

Problem Identification Beginning a nursing program can be an exceptionally stressful and anxiety producing experience. This is especially true in an accelerated, twelve month, Licensed Practical Nurse (LPN) program. While the intention of nursing education is to prepare students to engage in the role of a professional nurse, the process of its completion is an arduous task. Students are often overwhelmed by the rigorous and fast-paced workload of the nursing curricula, as well as the day-to-day challenges of being a college student. Often, these high levels of stress can lead to academic failure (Kim, Oliveri, Riingin, Taylor, & Rankin, 2013).
Stress can be defined from
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First and foremost, the nursing student is one of the key stakeholders in relation to this project. Without the public becoming interested in nursing and enrolling in the program, there would be no nursing school or need for peer mentoring. It is the student that may reap the most appreciable benefits from a peer-to-peer mentoring program, once choosing to become a nurse. As Colvin & Ashman (2010) point out, peers have a much greater influence on each other than most would think, and it is pivotal to capture this relationship in an effort to increase academic success rates. The success of a peer-to-peer mentorship program ultimately falls in the hands of each student. If the students do not engage in the program or develop confidence in its benefits, it may not come to fruition. Students hold substantial power, interest and influence in the project, possibly more than any other stakeholder and must have some sense of “buy-in” or trust in its merit to ensure favorable outcomes. Not only does the mentee hold power as a stakeholder, but the peer mentor does as well. Dennison (2010) clearly indicates that peer mentors learn from the mentees with each and every interaction. The mentors are obligated to answer questions and provide guidance, which in turn increases their knowledge and skills. Without the upper level students being able to function as mentors, a mentorship program would not be able to be implemented. Clearly, students open the door to a successful peer-to-peer mentorship program in the LPN

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