Abstracts
Abstract
A scoping review was undertaken to explore the literature on the role of the peer mentor during undergraduate nursing education in order to determine the personal and professional impacts of participating in this role. Much is known about the benefits of being mentored as a nursing student (Botma et al., 2013; Jacobs, 2017). However, less is written about how peer mentorship affects those who provide mentoring, particularly when the mentors are students themselves. We performed a search and analysis of literature in the method outlined originally by Arksey and O’Malley (2005) and updated by Peters et al. (2024) for the Joanna Briggs Institute for Evidence Synthesis. Key findings from this review indicate that nursing students who participate as mentors gain communication and leadership skills, increase their understanding and ability to perform various nursing roles, improve their self-confidence and self-esteem, and feel a greater sense of belonging in their academic program and in the nursing profession. Challenges of peer mentoring included feelings of insecurity, navigating difficult mentee behaviours, and managing the time requirement amid a busy academic load. Recommendations identified from the literature include providing education and faculty support for mentors, embedding mentorship into undergraduate nursing curriculum, and embarking on longitudinal research to follow mentors into practice and identify long-term impacts of peer mentorship. The benefits of being a peer mentor align well with curriculum outcomes of undergraduate nursing programs and entry-level competencies for registered nurses in Canada, making peer mentorship a relevant and efficacious strategy for nursing programs to meet the educational demands of preparing nursing graduates who are ready for practice.
Keywords:
- mentor,
- nursing education,
- peer mentor,
- mentorship
Résumé
Une revue de la portée a été menée afin d’explorer les écrits sur le rôle des pairs mentores et mentors dans le cadre de la formation de premier cycle en sciences infirmières, et ce dans le but d’identifier les répercussions personnelles et professionnelles de ce rôle. Les bénéfices du mentorat sur les étudiantes et étudiants en sciences infirmières (Botma et al., 2013; Jacobs, 2017) sont bien connus. Cependant, il y a peu d’écrits sur l’effet du mentorat chez les mentores et mentors lorsque ces personnes sont elles-mêmes des étudiantes et étudiants. Nous avons effectué un repérage et une analyse de la littérature selon la méthode initialement proposée par Arksey et O’Malley (2005) puis mise à jour par Peters et al. (2024) pour la Joanna Briggs Institute for Evidence Synthesis. Les résultats clés de cette revue révèlent que les étudiantes et étudiants en sciences infirmières qui agissent à titre de mentore ou mentor développent leurs compétences en communication et en leadership, améliorent leur compréhension et leur capacité à occuper divers rôles infirmiers, renforcent leur confiance et leur estime de soi et ressentent un plus grand sentiment d’appartenance envers leurs programmes de formation et la profession infirmière. Les défis associés au mentorat par les pairs sont divers, dont un sentiment d’insécurité, la gestion des comportements difficiles chez des personnes mentorées, et la gestion du temps compte tenu d’une importante charge de travail universitaire. Les recommandations issues de la littérature comprennent notamment la mise en place d’une formation et d’un soutien de la part des membres du corps professoral pour les mentores et mentors, l’intégration du mentorat dans le programme de baccalauréat en sciences infirmières et la planification d’une étude longitudinale afin de suivre les activités des mentores et mentors et d’identifier les effets à long terme du mentorat par des pairs. Les avantages du rôle de pair mentore ou mentor s’harmonisent bien avec le profil de sortie des programmes d’études et les compétences attendues des infirmières et infirmiers autorisés au Canada. Ceci fait du mentorat par les pairs une stratégie pertinente et efficace, contribuant à ce que les programmes de formation en sciences infirmières répondent aux exigences de préparation des diplômées et diplômés à la pratique infirmière.
Mots-clés :
- mentore,
- mentor,
- formation en sciences infirmières,
- pairs mentores et mentors,
- mentorat
Appendices
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