Impact of student to student peer mentoring program in first year of pharmacy program

Etzel, Amber M.; Alqifari, Saleh F.; Shields, Kelly M.; Wang, Yong; Bileck, Nicholas B.

doi:10.1016/j.cptl.2018.03.009

Cited by 13 publications

(7 citation statements)

References 9 publications

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“…Similar to previous university peer mentoring programs, (i.e., Dennehy & Dasgupta, 2017 ; Etzel et al, 2018 ; Yomtov et al, 2017 ), the current model holds promise for cross-age peer mentoring models at the college level. While many peer mentoring programs focus solely on facilitating strong mentoring relationships, the current initiative integrated aspects of supportive accountability, digital interventions, and stepped-care approaches.…”

Section: Discussionmentioning

confidence: 55%

“…Although peer support may help bridge gaps in access to student support services, many young college students still struggle to find or recruit a peer mentor within their social networks (Gowdy et al, 2020 ), hence increasing the popularity of formal mentoring programs at university settings. There is an abundance of research supporting the potential formal cross-age mentoring programs hold, including for college adjustment (Etzel et al, 2018 ), student motivation (Dennehy & Dasgupta, 2017 ), and psychosocial outcomes (i.e. connectedness; Yomtov et al, 2017 ).…”

Section: Improving Support Systems With Peer Mentorsmentioning

confidence: 99%

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Implementation of a Technology-Enhanced Peer Mentor Referral System for First-Year University Students

Werntz

Jasman

Simeon

et al. 2023

J. technol. behav. sci.

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COVID-19 forced college administrators to reassess how they provide students with the most effective methods of support. This project examined the first year of a novel digital peer mentoring program with the goal of connecting diverse students to campus resources they needed to navigate the transition to and through their first year of college. MentorHub, a referral and supportive accountability mobile application, was implemented with first-year undergraduates at a large, private university in the northeastern region of the USA. MentorHub tracked students’ current challenges and connected them with trained peer mentors who provided students with support and referrals to campus resources (e.g., mental health, financial, academic). Analyses were not hypothesis-driven, but instead were exploratory and intended for improving the platform. In the first year of the program (August 2021 to June 2022), 47% ( N = 3141) students logged onto the platform at least once. Patterns of self-reported challenges revealed that career concerns were the most challenging at the beginning of the fall semester, and that academic habits were most challenging over the course of the year. Referrals ( N = 756) were made by mentors, 13% of which were for health and well-being. First-generation and underrepresented minority students showed distinct patterns in referrals. Findings revealed distinct patterns in self-reported challenges across the academic year. Students’ use of MentorHub and responses to in-app questions allowed for a real-time understanding of student challenges and patterns of engagement with peer mentors. Implications for a stepped-care approach to addressing student challenges are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s41347-023-00303-8.

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Section: Discussionmentioning

confidence: 55%

Section: Improving Support Systems With Peer Mentorsmentioning

confidence: 99%

Implementation of a Technology-Enhanced Peer Mentor Referral System for First-Year University Students

Werntz

Jasman

Simeon

et al. 2023

J. technol. behav. sci.

View full text Add to dashboard Cite

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“…Collings et al (2014) also found that peer mentoring moderated the effects of the transition to university in terms of social support, positive affect and self-esteem. Etzel et al (2018), too, found that a peer mentoring programme aided pharmacy students in their adjustment during their first year. In a recent study done in South Africa, Joorst (2021) found that the guidance and support offered by mentors assisted first-year students in a bridging course to adjust to university.…”

Section: Peer Mentoring and Adjustmentmentioning

confidence: 99%

“…Numerous studies indicate a positive relationship between adjustment and attrition (Abdullah et al, 2010;Credé & Niehorster, 2012;Gerdes & Mallinckrodt, 1994;Krotseng, 1992), hence the primary purpose of peer mentoring programmes is often to assist students with adjustment during the first year (Collings et al, 2014;Allen et al, 1999;Grant-Vallone & Eshner, 2000;Treston, 1999), as a means of improving retention. Various studies have reported peer mentoring programmes as being effective in buffering the transition from school to university for first-year students (Collings et al, 2014;Etzel et al, 2018;Swart et al, 2019). In their qualitative study, Swart et al (2019) found that first-year engineering students who participated in a peer mentoring programme, reported that the programme assisted them in adapting to the higher education environment.…”

Section: Peer Mentoring and Adjustmentmentioning

confidence: 99%

Facilitating first-year student adjustment: towards a model for intentional peer mentoring.

McConney

Fourie‐Malherbe

2022

JSAA

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Attrition of first-year university students remains a global problem, and is also of great concern in South African higher education. In an effort to address this challenge, many higher education institutions offer peer mentoring programs to assist first-year students with their adjustment to university life, in order to improve their retention. However, evidence of the effectiveness of such peer mentoring programs is still limited. This article intends making a contribution in this regard. Stellenbosch University introduced its BeWell Peer Mentoring Program in 2013. In addition to providing psycho-social support, mentors offer developmental initiatives on holistic wellness to assist first-year students with their adjustment. After an institution-wide roll-out of the program, the question arose whether the BeWell Peer Mentoring Program actually assisted first-year students in adjusting to campus life. In order to answer this question a research study with a sequential mixed-method design was employed. Our study found that adjustment outcomes were influenced by the intensity of peer mentoring participating students received. Mentor attributes, time invested in mentoring, reasons for mentoring and the wellness component of the program all influenced the peer mentoring received. The findings underscored the importance of selecting intentional mentors, and effective program implementation and monitoring. A model for intentional peer mentoring is proposed, to optimise the program outcomes. Other institutions with similar programs could also benefit from the proposed model.

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“…Many researches show the importance of coursemate relationships and contexts that lie between friendship networks and study results (Frank et al, 2008;Payne & Cornwell, 2007). For this reason, universities often introduce mentoring programmes, with mentors being senior students who focus on the wellbeing of students and the integration and retention of students in the university's life (Etzel et al, 2018). However, as pointed out by T. Brodaty and M. Gurgand (2016), the influence of coursemates on the study process has been little researched.…”

Section: Introductionmentioning

confidence: 99%

Students’ expectations towards their course mates in the academic environment

Licite¹,

Janmere²

2019

Research for Rural Development

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The social environment of a university, which is comprised of students, teaching staff and parents, play an essential role in the educational process. Students' decisions, learning and attainment could be considerably affected by relationships with their coursemates in particular. The present research therefore aims to examine students' expectations towards their coursemates in the academic environment in Latvia. The research surveyed 979 students at Latvia University of Life Sciences and Technologies (2016-2018). The research has found that for students, the study process involves not only learning but also common events with their coursemates as well as informal relationships. Comparing the role of coursemates and the informal influence of parents and teaching staff, the respondents preferred the involvement of their coursemates. Larger differences in opinion were found for the informal role of teaching staff in learning. Of the respondents, 47% expected teaching staff to be friends, while 29% slightly agreed that the teaching staff had to be authorities and knowledgeable specialists, which indicated that it was important for some students to disassociate formal relationships from informal ones between students and teaching staff. The dispersion of opinions that could be observed for some variables might be explained by the specifics of the programmes the students represented. Statistically significant differences in opinion were found between bioscience and engineering students in relation to the attitude of teaching staff to students, parental support and coursemate support in learning (p<0.05)-the bioscience students more often favoured informal relationship aspects.

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Impact of student to student peer mentoring program in first year of pharmacy program

Cited by 13 publications

References 9 publications

Implementation of a Technology-Enhanced Peer Mentor Referral System for First-Year University Students

Implementation of a Technology-Enhanced Peer Mentor Referral System for First-Year University Students

Facilitating first-year student adjustment: towards a model for intentional peer mentoring.

Students’ expectations towards their course mates in the academic environment

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