Exploring the Feasibility, Acceptability and Satisfaction of a Virtual Peer Mentoring Program for Undergraduate Nursing Students: A Mixed-Methods Study

Abstract

Final-year nursing students are known to face high levels of stress due to increased demands in academics and clinical practicum. In this study, a virtual peer mentoring program was pilot-tested, involving alumni as mentors. Using a mixed-methods approach, we sought to describe the acceptability, feasibility and satisfaction associated with the intervention. Study intervention involved: a) orientation, b) mindful self-compassion training workshop, and c) virtual mentorship interactions for nine months. Evaluation of study variables was done at the completion of training and at the end of the virtual peer mentoring program via self-reported questionnaires and interviews. The current virtual peer mentoring intervention was deemed acceptable, feasible and satisfactory to mitigate challenges for final-year nursing students. The virtual component of the study was considered to be convenient and appropriate, however, future mentoring interventions could be more effective by employing a form of mixed-contact involving both virtual and in-person interactions.

Keywords

• education
• nursing
• baccalaureate
• mentorship
• mentorship—evaluation
• quantitative studies