Peer mentoring experience related to information and communication technologies. A qualitative study

Quality and inclusive education must include Information and Communication Technologies (ICT), which is a growing trend in educational environments since the COVID-19 pandemic. These technologies have transformed learning towards more collaborative and interactive models, but they also pose a barrier due to the lack of skills or knowledge about their use. This circumstance has been identified among some first-year nursing students.

The present study focuses on exploring the perception of students who participated in the experience of peer mentoring to improve adaptation to the use of Information and Communication Technologies.

The study employed a descriptive qualitative approach, relying on in-depth interviews and a focus group conducted with 29 students who participated in the project between 2020 and 2023. Additionally, sociodemographic data and information about Information and Communication Technologies were collected through a self-administered questionnaire.

The findings indicate that mentors exhibited higher competencies than those being mentored, yet the experience was positive and satisfying for both, emerging as an effective strategy to facilitate learning. Another noteworthy result is the performance of younger students in the role of mentors, a fact that contradicts similar experiences.

In conclusion, peer mentoring emerges as a valid strategy for acquiring digital competencies and Information and Communication Technologies among first-year nursing students, fostering more inclusive learning environments.