Abstract
Globally, nursing needs a diverse group of individuals with doctoral preparation to transform the profession through leadership, scholarship, and practice. Since Ph.D. and Doctor of Nursing Practice (DNP) programs are challenging, mentoring can provide a mechanism for student success. Mentoring occurs when someone with more experience supports someone with less experience (1). The purpose of this mixed methods interventional study was to evaluate the efficacy of a mentoring educational intervention on doctoral nursing students’ self-appraisal of their competency regarding mentoring, and to describe the experience of doctoral nursing students’ who mentored and their mentees. Based on the outcomes, this study elucidated how Watson’s Theory of Human Caring (2) supports mentoring practices.
Providing doctoral students with mentoring education and experience offers opportunities for personal and professional growth, builds community, and aids in student retention (1, 3). The theoretical framework for this study is Watson's Theory of Human Caring. This theory supports deeper human-to-human involvement and provides a basis for caring, mentoring relationships (2, 3).
This mixed methods interventional study had two phases. Phase I involved a quasi-experimental pre-test-post-test design. The intervention included virtual meetings and Mentoring Fundamentals modules. Mentoring Competency Assessment (4) provided competency data. Pre-and-post intervention scores were compared. After completion of the first phase, students were assigned mentees. Phase II began several months after completion of Phase I. Narrative inquiry (5) was used to uncover students’ stories, through semi-structured interviews, about participating in peer mentoring. The interviews also explored how Watson’s Theory of Human Caring affected their mentoring. University’s IRB approval was obtained. The results of data analysis for both phases will be shared at the presentation.
Peer mentoring can assist doctoral students’ socialization in the scholarly community (1). Application of caring practices by mentors fosters deeper understanding and empathy for others, intentionality, and reflective thought (2, 4). The mentoring experience assures students’ professional growth, enhances resilience, and encourages perseverance during difficult times. The mentoring skills acquired can be used throughout these nurses’ leadership career and serve to support the next generation of nurses.
Notes
Globally, nursing needs a diverse group of individuals with doctoral preparation to transform the profession through leadership, scholarship, and practice. Mentoring fosters student success This mixed methods interventional study evaluated the efficacy of a mentoring educational intervention for doctoral nursing students and described the experience of these mentors and their mentees. Additionally, this study elucidated how Watson’s Theory of Human Caring supports mentoring practices.
Sigma Membership
Upsilon Chi
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Mentoring and Coaching, Peer Mentoring, Virtual Learning, Competence, Doctoral Nursing Students
Recommended Citation
Madison, Holly Evans; Julian, Michelle; Snyder, Marti; Masella, Joanne; and Sand, Kim, "Pay it Forward: A Peer Mentoring Program for Doctoral Nursing Students" (2025). International Nursing Research Congress (INRC). 168.
https://www.sigmarepository.org/inrc/2025/posters_2025/168
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Pay it Forward: A Peer Mentoring Program for Doctoral Nursing Students
Seattle, Washington, USA
Globally, nursing needs a diverse group of individuals with doctoral preparation to transform the profession through leadership, scholarship, and practice. Since Ph.D. and Doctor of Nursing Practice (DNP) programs are challenging, mentoring can provide a mechanism for student success. Mentoring occurs when someone with more experience supports someone with less experience (1). The purpose of this mixed methods interventional study was to evaluate the efficacy of a mentoring educational intervention on doctoral nursing students’ self-appraisal of their competency regarding mentoring, and to describe the experience of doctoral nursing students’ who mentored and their mentees. Based on the outcomes, this study elucidated how Watson’s Theory of Human Caring (2) supports mentoring practices.
Providing doctoral students with mentoring education and experience offers opportunities for personal and professional growth, builds community, and aids in student retention (1, 3). The theoretical framework for this study is Watson's Theory of Human Caring. This theory supports deeper human-to-human involvement and provides a basis for caring, mentoring relationships (2, 3).
This mixed methods interventional study had two phases. Phase I involved a quasi-experimental pre-test-post-test design. The intervention included virtual meetings and Mentoring Fundamentals modules. Mentoring Competency Assessment (4) provided competency data. Pre-and-post intervention scores were compared. After completion of the first phase, students were assigned mentees. Phase II began several months after completion of Phase I. Narrative inquiry (5) was used to uncover students’ stories, through semi-structured interviews, about participating in peer mentoring. The interviews also explored how Watson’s Theory of Human Caring affected their mentoring. University’s IRB approval was obtained. The results of data analysis for both phases will be shared at the presentation.
Peer mentoring can assist doctoral students’ socialization in the scholarly community (1). Application of caring practices by mentors fosters deeper understanding and empathy for others, intentionality, and reflective thought (2, 4). The mentoring experience assures students’ professional growth, enhances resilience, and encourages perseverance during difficult times. The mentoring skills acquired can be used throughout these nurses’ leadership career and serve to support the next generation of nurses.
Description
References:
1. Cleary, M., Thapa, D. K., West, S., Lopez, V., Williamson, M., Sahay, A., & Kornhaber, R. (2023). Mentoring students in doctoral nursing programs: A scoping review. Journal of Professional Nursing, 45, 71-88.
2. Watson, J. (2008). Nursing: The Philosophy and Science of Caring. University Press of Colorado.
3. Kramer, D., Hillman, S. M., & Zavala, M. (2018). Developing a culture of caring and support through a peer mentorship program. Journal of Nursing Education, 57(7), 430-435.
4.Hyun. S.H., Rogers, J.G., House, S.C., Sorkness, C.A. & Pfund, C. (2022). Revalidation of the mentoring competency assessment to evaluate skills of research mentors: The MCA-21. Journal of Clinical and Translational Science, 6(e46). doi: 10.1017/cts.2022.381.
5. Flannigan, J. M., & Beck, C.T. (2024). Polit & Beck's Nursing Research Generating and Assessing Evidence for Nursing Practice (12th ed.). Wolters Kluwer.