Mentoring undergraduate nursing students in psychiatric mental health research: A pilot training initiative

Peer mentoring among various levels of nursing students can foster inclusivity and break down silos through psychiatric mental health research-driven projects. While mentorship as a teaching modality in undergraduate nursing education is not novel, a symbiotic relationship between mentor and mentee encourages professional and academic growth.

This pilot study examined the efficacy of a mentoring training program (MTP) and mentoring competency of baccalaureate, honors nursing students to increase research process engagement in psychiatric-mental health nursing.

Researchers used a cross-sectional design with a sample of freshman (n = 17) and junior (n = 10) undergraduate honors nursing students. Participants completed a revised 20-item Mentoring Competency Assessment (MCA) and 7 open-ended questions about the mentoring experience.

For each MCA item, most participants rated themselves and their mentor or mentee as possessing a high mentoring skill level, ranging from 4.50 (SD = 2.52) to 6.86 (SD = 0.35). There was no statistical difference found between mentors and mentees in mentoring competency, supporting the efficacy of the MTP. From the open-ended questions, researchers found four overarching themes: emergent leadership, bi-directional mentorship, adaptive communication, and fostering a legacy of support.

Overall, students expressed positive feedback regarding the peer mentoring program. By implementing an MTP, nurse graduates are poised to transition into clinical practice successfully and have a deeper appreciation for psychiatric mental health nursing.