Kramer Deborah, Hillman Sandra M, Zavala Mirian
J Nurs Educ. 2018 Jul 1;57(7):430-435. doi: 10.3928/01484834-20180618-09.
Academic leaders are concerned about the retention rate of nursing students; peer mentoring may be one strategy for student success. Research studies on mentoring indicate the benefits of mentoring accrue for both mentors and mentees.
A peer voluntary mentorship program operated in coordination with an academic resource center for a decade. It included training and weekly meetings. Mentors were senior nursing students who had a minimum B average and faculty recommendations. All mentors kept journal logs of their time and reflections of their experience.
Journal statements revealed that mentored nursing students felt more successful in their coursework, gained test-taking skills, and did better on examinations. Mentors gained confidence about their skills and were better prepared for the NCLEX. Mentees formed a natural support group. Mentors expressed concern about their students' success beyond the program.
This program generated a culture of caring and support to the nursing students, with the understanding that they would give back to others what they had received. [J Nurs Educ. 2018;57(7):430-435.].
学术带头人关注护理专业学生的留存率；同伴指导可能是促进学生取得成功的一种策略。关于指导的研究表明，指导对指导者和被指导者都有好处。
一个同伴自愿指导项目与一个学术资源中心协同开展了十年。该项目包括培训和每周例会。指导者是平均成绩至少为B且得到教师推荐的高年级护理专业学生。所有指导者都记录了自己的时间日志以及对自身经历的反思。
日志记录显示，接受指导的护理专业学生在课程学习中感觉更成功，获得了应试技巧，考试成绩也更好。指导者对自己的技能更有信心，并且为参加美国国家执业护士考试（NCLEX）做好了更充分的准备。被指导者形成了一个自然的支持群体。指导者对其学生在项目结束后的成功表示关切。
该项目营造了一种关爱和支持护理专业学生的文化氛围，同时让学生明白他们会将所得到的回馈给他人。[《护理教育杂志》。2018年；57(7):430 - 435。]
