Peer mentoring - Wikipedia, the free encyclopedia. Peer mentoring is a form of mentorship that usually takes place between a person who has lived through a specific experience (peer mentor) and a person who is new to that experience (the peer mentee). An example would be an experienced student being a peer mentor to a new student, the peer mentee, in a particular subject, or in a new school. Peer mentors are also used for health and lifestyle changes. For example, clients, or patients, with support from peers, may have one- on- one sessions that meet regularly to help them recover or rehabilitate. Peer mentoring provides individuals who have suffered from a specific life experience the chance to learn from those who have recovered, or rehabilitated, following such an experience. Peer mentors provide education, recreation and support opportunities to individuals. The peer mentor may challenge the mentee with new ideas, and encourage the mentee to move beyond the things that are most comfortable. Most peer mentors are picked for their sensibility, confidence, social skills and reliability. Peer mentoring led by senior students may discourage diversity and prevent critical analysis of the higher education system. Program design characteristics. Some pairs may make contact once a month, while others may meet 3- 4 times per month or more. It is usually advised that mentors and mentees meet more often in the beginning of the relationship in order to establish a good foundation. Mentors and mentees may maintain contact through email, telephone or in- person meetings. Peer mentoring organizations may also set up social events for those participating in the program. These events provide good opportunities for increased social interaction between mentors and mentees. Mentors and mentees may benefit from having similar backgrounds, interests and life experiences. The effectiveness of the program should be monitored to ensure that the objectives are being met. One way to monitor the effectiveness of a program is to administer evaluations to the mentors and mentees. Initially, the establishment of a mentor-mentee relationship between the bedside nurses and the eRNs was considered. The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research Abstract This review critically examines 15 empirical studies. The vital work of the American Red Cross is made possible by people like you who contribute their unique backgrounds, talents and skill levels. Department of Health and Human Services. Nurse Education, Practice, Quality and Retention Program Report to Congress for Fiscal Year 2011. Mentoring Programs: Essential for Sustaining a Culture of Safety By Mary A. Seisser, MSN, RN, CPHRM, CPHQ, FASHRM; and Rosalie S. It is not to encourage the mentor. This is how I understand the need that teachers have to transcend their merely instructive task and to assume the ethical posture of a mentor who truly believes in the total autonomy, freedom, and development of those he or she mentors. The goals of the program may vary according to the level, the educational institution or the discipline. Additionally, such mentors may provide other forms of social support for the student, such as friendship, networking, and aiding the student's adjustment to college life. The relationship between the mentor and mentee gives the mentee a sense of being connected to the larger community where they may otherwise feel lost. As a consequence, mentors serve as positive role models for the students, guiding them towards academic and social success. Mentors provide support, advice, encouragement, and even friendship to students. Peer mentoring may improve student retention rates. Mentors develop friendships through their participation in mentoring programs and usually derive satisfaction from helping a younger student, and possibly shaping his or her life in a positive way. Using grounded theory techniques, Outhred and Chester found that five themes underlie their experiences: role exploration, sharing responsibility, regulation of the peer- tutored groups, harnessing the peer tutors. This approach tends to be conceived out of the . Without extensive training and supervision, senior students who serve as mentors may offer unreliable guidance to peer mentees. Maryann Jacobi, in an extensive meta- analysis of mentoring research, concludes by asking, ? Both theoretical and empirical answers to these questions are lacking. Mentoring has been advertised as necessary in order for students and employees to flourish in their environment. Tools and Resources That Work! Assessment Instruments to Facilitate the Mentoring Partnership. Assess Your Mentoring Preferences. Building the Bridge to Quality–r. With health care demands continuing to shift and evolve in the 21st century, it is becoming increasingly important for medical. The Academy of Medical-Surgical Nurses (AMSN) is a vibrant community of medical-surgical nurses who care about improving patient care, developing personally and. However, the lack of research concerning peer mentoring programs in particular is surprising. While there is an abundance of articles on the topic of mentoring in the educational setting, authors must be held to more stringent research standards and more definitional consistency. In addition to higher quality research, the fundamental flaws within peer mentoring programs need to be corrected before these programs can reach their full potential on college campuses. The knowledge students receive usually comes from senior students who serve as peer mentors. Although peer mentoring programs are appealing to most people and seem easy to implement and develop, there is little research to suggest that peer mentoring gives the same results as classical mentoring. Vs. Students who enroll in peer mentoring programs tend to be matched mostly according to major, gender, language of preference, and ethnic background, and those students who share the largest number of similarities tend to become peers in the peer mentoring relationship. Little research is available to know what happens between peer mentors and peer mentees who have different characteristics. Cross- age peer mentoring. Peer mentoring refers to a sustained (long- term), usually formalized (i. Karcher (2. 00. 7) also notes. Because student mentors are closer in age, knowledge, authority and cognitive development than adult mentors, mentees often feel freer to express ideas, ask questions, and take risks. These similarities also make it easier for mentors to understand personal and academic problems that the mentee may be experiencing, and present solutions in a more understandable and relevant way. Furthermore, unlike same- age peer mentoring, cross- age programs can prevent feelings of inferiority on the part of the mentee when they are mentored or tutored by a student of the same age or status. Thus, mentors who are slightly older than their mentees can take advantage of the higher status provided by their age difference while enjoying increased compatibility with their students. The specific benefits of cross- age mentoring/tutoring are numerous, and are briefly described here in three main categories: increased academic achievement, improved interpersonal skills, and personal development. Mentees benefit from increased personalized attention in a one- on- one setting and can work at their own pace. Sessions are customized for the mentee. The mentor may also gain a deeper understanding of the material or subject that they are teaching, as this relationship often encourages a deeper dedication to their own studies so that they may more effectively communicate what they. The mentor gains a deeper sense of responsibility, dedication, and pride in being able to help a peer, while both students take pride in mutual accomplishments and successes. Ultimately, cross- age mentorship programs may increase retention and graduation rates, especially among minority students. Mentees learn how to effectively form and pose questions, seek advice, and practice active listening and concentration. Similarly, the mentors gain valuable practice in effective teaching strategies. This format fosters increased self- esteem, empathy and patience in both participants, potentially creating new friendships and breaking down social barriers for students struggling to adjust to a new academic setting. Often the mentor will serve as an important role- model, and can model academic skills and work habits as well as personal values (e. This relationship can be pivotal for the success of new or underserved students in academia by providing an opportunity for peers to discuss academic issues, career choices, research ideas, and personal matters. Frequent assessment is important as it gives valuable insight into how well the cross- age mentoring curriculum is organized and implemented, and provides positive reinforcement for both the mentor and mentee. Mentors should be pre- screened according to their academic proficiency and attitudes to ensure that they will be able to meet the needs of a mentee. Moreover, mentors will also benefit from ongoing training, supervision and psychological support by teachers, administrators, parents and other members of the community. In an effort to decrease truancy, the need for disciplinary actions and drop- out rates of students, this program paired up . These VYP program benefits, in turn, resulted in a positive impact on school success and lowered the dropout rates of these tutors. This is a paid position. UMass Peer Mentors offers academic support within the first year hall and are responsible for connecting the residents to campus resources throughout the academic year. Peer mentors follow a curriculum that includes but are not limited to: assisting in New Student Orientation (NSO), academic mentoring (which includes references to tutoring centers, deans, and undergraduate advising), connecting faculty with the students, and hosting various academic success workshops. In the workplace. Mental health peer mentors and peer support groups help clients change their lifestyle and adhere to a more productive healthy lifestyle by adjusting habits and helping them realize helpful ways of coping and taking on personal responsibility, for example, the Wildflowers' Movement. Peer mentors can also help patients prepare for medical and surgical procedures and adhere to treatment regimes. Peer mentoring has been implemented in programs to support survivors of traumatic brain injury. Administration & Society. J Coll Reading Learning. Effective Teaching and Mentoring. San Francisco: Jossey Bass. Steve Grbac, . Academy of Management Learning & Education. College Student Journal. Beyond the myths and the magic of mentoring: How to facilitate an effective mentoring program. San Francisco: Jossey- Bass.^Paulo Freire, . American Journal of Community Psychology. Educational Media Corp., 1. ISBN 9. 78- 0- 9. Philip, Kate (August 2. Coaching and mentoring: practical methods to improve learning. ISBN 9. 78- 0- 7. Grant- Vallone, Elisa J., Ensher, Ellen A., . Nov- Dec 2. 00. 0.^Allen TD, Mc. Manus SE, Russell JEA.
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