Peer buddy mentoring project for nurses’ career development

Abstract

Objective: The aim of the paper is to describe the implementation of a peer buddy mentoring model to support the career development of Registered Nurses (RNs) seeking Clinical Nurse Specialist (CNS) positions. Methods: A qualitative survey design was used to collect data during the workshops, with follow-up semi-structured telephone or face-to-face interviews. Data were also collected via the researchers' notes. Results: A total of 32 participants attended the program and 31 completed the surveys. The participants' reported needing more support when applying for a CNS position. Despite these issues, the participants recommend the use of peer buddy mentoring as a motivational, supportive and instructive model. Conclusions: Peer buddy mentoring, and facilitated workshops, is a relatively low cost and effective strategy to support nurses aspiring to advance their careers. Participants valued the development of the peer buddy relationship and the mutual support and motivation it engendered.

Blended Learning Using Peer Mentoring and WhatsApp for Building Capacity of Health Workers for Strengthening Immunization Services in Kenya

“… 19 Luck et al found that peer mentoring is a relatively cost-effective strategy requiring minimal resources and negligible disruption to clinical services. 33 …”

“…19 Luck et al found that peer mentoring is a relatively cost-effective strategy requiring minimal resources and negligible disruption to clinical services. 33 Peer training was found to be a cost-effective method for increasing immunization coverage in health centers. 25 However, the main objectives of a Net percentage gain was calculated from the percentage of mentees who demonstrated correct skills and practices at baseline and endline.…”

The influence of peer mentoring on critical care nursing students’ learning outcomes

“…Although the role of mentoring in nursing has been extensively researched, there is little research in South Africa, on peer mentoring of the critical care nursing student in the critical care environment and its relationship to their learning outcomes. Historically, nurses have supported each other in career advancement, and this has been done through mentorship ( Luck et al , 2017 ). As early as 1970, literature reported stress and anxiety as interrupting learning among nursing students in a clinical learning environment ( Moscaritolo, 2009 ).…”