Clinical Research Directory

Peer Mentoring and Perceived Stress in First-Year Nursing Students

Sponsor: Istanbul Kent University

Summary

This study aimed to evaluate whether participation in a peer mentor-mentee program was associated with changes in perceived stress among first-year nursing students. Starting university and adapting to nursing education may be stressful for first-year students because of new academic, social, and environmental demands. Peer mentoring may support students' adaptation to university life by providing academic, social, and practical support. This study used a controlled quasi-experimental pretest-posttest design involving first-year nursing students enrolled at the same institution. Students in the intervention group participated in an eight-week peer mentor-mentee program supported by fourth-year nursing students who served as mentors. The program included guidance on adaptation to university life, academic processes, time management, problem-solving, communication, and coping with stress. Students in the control group received the university's routine orientation and standard academic advising services. Perceived stress was assessed before and immediately after the eight-week intervention using the Perceived Stress Scale. The primary outcome was the change in perceived stress from baseline to post-intervention. Participants in the intervention group also completed the Peer Mentorship Evaluation Scale after the program to evaluate their experience of the mentoring process.

Official title: Changes in Perceived Stress Following a Peer Mentor-Mentee Program Among First-Year Nursing Students: A Controlled Quasi-Experimental Study

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Interventions

Locations (1)