This review provides evidence that can be used to inform the design, implementation, and evaluation of future peer mentorship programs.

Background Undergraduate nursing students experience high levels of stress during their programs. The literature on their stress is extensive, however, what is less well-known are the specific sources of stresses for students in different years of study. Purpose The aim of this study is to understand nursing students’ sources of stress and coping strategies in each year of study. Method A transversal descriptive qualitative study was used. A sample of 26 undergraduate students attending a university in Montreal, Canada were recruited and participated in a semi-structured interview. Data were analysed using inductive thematic analysis. Results The sources of stress differed according to year of study and related significantly to the specific novelty of that year. For first-year students, their stress was related to their academic courses. High clinical performance expectations and a lack of time for their personal lives was a main source of stress for second-year students. The prospect of graduating and transitioning into the work environment caused stress for students in their final year. Students across all years of study utilized similar coping strategies. Conclusion The findings suggest that interventions can be developed to address the sources of stress experienced by nursing students in each year of study.

Sexual health is a signficant dimension of health among children and youth in Tanzania. Local discourses highlight concerns regarding HIV/AIDS and sexual violence. The aim of this study was to examine the experiences and participation of children and youth in sexual health-related discussions, decisions, and actions in Njombe; a Tanzanian rural community. A focused ethnography, with a participatory approach, was conducted over a 3.5 month period, using participant observation, group interviews, and analysis of key texts, as well as key informant advisors. Twenty-eight participants, 8–16 years of age, were recruited from a community Youth Peer Health Educator program and an HIV youth group. Four principal themes were identified: (a) knowledge and understanding of sexual health, (b) children/youth value sexual health education and discussion, (c) supports and barriers for participation in sexual health education, and (d) children/youth value participation in their own care and promotion of their health. Results demonstrated that these children/youth have the capacities, interests, and values to actively participate in matters affecting their health and sexual health. Specific barriers and supports to sexual health education were identified. The study demonstrated how young people’s agency is socially mediated and can persist even when confronting significant barriers.

Study findings support the need for broad evaluations of peer mentorship programs and can inform educational leaders to improve mentorship support available for nursing students. [J Nurs Educ. 2017;56(4):227-230.].

Aspects of self-directed learning may benefit future careers for student peer mentors. Opportunities for program enhancement include coping and communication skills for peer mentors. Future "scaled-up" evaluations are needed for ongoing quality improvements using multimethod approaches. [J Nurs Educ. 2018;57(7):422-425.].