Innovation
We have created a system of peer mentoring which matches all incoming new students to a more experienced student for informal support. The mentoring team also provide drop-in and online support sessions and contribute to preparation for practice teaching sessions. The system exploits the experience and expertise of nursing students, develops skills relevant for practice and builds a strong sense of community in the School. The scheme has the motto ‘there is no such thing as a stupid question!’.
What prompted innovation?
- Issues with attrition and a need to provide additional support were the motivating factors for trialling the peer mentor scheme.
- Peer mentoring had a strong evidence base in the literature and much of our scheme was based on the HEA What works? Peer Mentoring report.
What makes innovation different?
- This scheme works so well since mentors develop skills which relate directly to nursing competencies.
- We offer our student mentors the chance to gain value added credit (NAA Certificate in Peer Mentoring) through reflective practice which enhances their employability.
- The scheme exploits students as a resource at a time when teaching resources are limited to ensure maximum support for new students.
- There is positive impact on the sense of community amongst nursing students which paves to the way to a positive sense of community in the profession.
Changes in practice
- The scheme has helped the student voice to become embedded into curriculum – for example mentors are now used to support preparation for practice teaching.
- Strong links have been made between peer mentors and the NHS through task forces and shared working groups.
- Students are also working as action researchers.
Impact
- The scheme is now about to enter its third year.
- Last year the scheme was shortlisted for the NTA Innovation in teaching award and singled out by the NMC for a ‘special mention’ during a school inspection.
- Annual student evaluations show positive feedback.
- Students reflective portfolios demonstrate the depth of the benefits to individuals.
- In–depth evidence can be presented if required.
Dissemination
- In 2013 our University teaching and learning fund supported me to organise a peer mentoring symposium to disseminate our work to the University. 91 academic staff attended and several have since used the model to set up schemes in their own area.
- Two students are presenting papers based on evidence about the peer mentoring scheme at the NET conference in September 2013.
- I have applied to HEA for funding for national dissemination.