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A mentoring circle is a teaching and learning strategy that has been used to support students in tertiary education. In this study researchers implemented a mentoring circle at a remote James Cook University satellite campus in the Torres Strait. The aim of the study was to foster the emotional and social growth of Aboriginal and Torres Strait Islander nursing students to improve the students' experience and retention rates. Early results of the study showed mentoring circles support the development of time management, communication skills and self awareness, which students need to work effectively in a university setting. Although this study was conducted within a nursing degree in a Torres Strait Island community, its findings have potential for use in other contexts. In this paper researchers offer guidelines to establish a mentoring circle in a tertiary setting.

This study examined the role that faith-based organizations play for caregivers in maintaining the elderly and disabled in their homes. The study explored if persons who use religious beliefs and practices cope with caregiver stress better than those who do not use religious beliefs and practices. The study also explored the role of religious coping as a factor affecting decisions to institutionalize, and the role that faith-based practices and organizations play in helping caregivers maintain the elderly and disabled in their homes.

Aims:This article reports on the practical venture we have undertaken as two trainee educational psychologists (TEPs) developing a peer supervision group to supplement professional supervision provided on practice placements. This personal and reflective journey aims to explore what can be gained through peer supervision.Rationale:Professional supervision is a requirement for the profession of educational psychology (Health and Care Professions Council, 2012). Quality supervision ensures high practice standards for service users and maintains the development and well-being of supervisees (Dunsmuir & Leadbetter, 2010). This article explores how peer supervision can help fulfil these requirements.Method:Theory and research are discussed in relation to the development of our peer supervision group. Through an enquiry-based learning (EBL) approach (Kahn & O’Rourke, 2005) we identify the positive outcomes of our peer supervision group.Findings:These gains are broadly grouped around ‘development of skills and moving forward’ and ‘sharing, supporting and well-being’. The EBL process also recognised the importance of ‘dynamics’ in peer supervision. Critical discussion of these outcomes is exemplified through case work in practice.Conclusions and limitations:This article presents personal experiences of our peer supervision group. We believe that the benefits we have gained from the process demonstrates the usefulness of peer supervision for the practice of trainees and recently qualified EPs, as well as more experienced professionals. It is hoped that by addressing power differentials and developing a sense of peerness, we can continue to gain from peer supervision in our TEP practice and beyond.