Lessons learned from a formalized peer mentoring program in a baccalaureate nursing curriculum

Formal mentoring within the nursing profession has been recognized as an effective approach in teaching critical thinking, leadership skills, communication, and professional socialization. Unfortunately, few baccalaureate nursing programs teach skills specific to mentoring, both as mentees and mentors within a formalized program.

A peer mentoring program with senior students mentoring sophomore students was developed based on Benner's (1984) novice-to-expert theory during the COVID-19 pandemic. Refinements to the program were made with identified lessons learned throughout the process.

Following evaluation of the initial program, return to in-person clinical experiences for all nursing students, and adoption of Tanner's (2006) clinical judgment model; substantial changes were made to the formalized peer mentoring program.

The formal mentoring program has benefited sophomores and seniors by recognizing the importance of mentoring relationships in professional nursing practice. Clear expectations are necessary for students and faculty. Students should receive education about mentoring relationships. Course credit with graded formative and summative assignments reinforces the importance of mentoring.