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Experience and perceived requirements of a peer mentoring program in undergraduate nursing education: insights from
Noof Albaz1,2,3, Sarah Alghumaiz4, Seema Nasser5,6,7
1Department of Medical Education, College of Medicine, King Saud bin Abdul Aziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia. n.albaz@gmail.com.
Aim:
This study aimed to explore the perceived needs, structural requirements, and expected outcomes of a peer mentoring program from the perspectives and experiences of undergraduate nursing students and faculty at the College of Nursing, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia.
Background:
Peer mentoring, a relationship between students of similar academic standing and institutional affiliation, has been shown to enhance academic achievement, psychosocial well-being, and professional development. While peer mentoring has been widely studied in Western and coeducational contexts, there is limited evidence in Saudi nursing education, particularly in English-medium programs delivered in an Arabic-speaking environment. These factors may influence both the nature of student challenges and the structure of effective mentoring models. Therefore, understanding locally relevant mentoring needs is essential to inform contextually appropriate program design.
Design:
An exploratory qualitative design was employed to gain an in-depth understanding of participants' perceptions and expectations related to peer mentoring.
Methods:
Participants were recruited through purposive sampling and included nine female faculty members and 33 female nursing students representing all academic levels. Data were collected through in-depth faculty interviews and five online student focus groups, analysed using inductive content analysis. Trustworthiness was maintained through credibility, dependability, and confirmability, with adherence to ethical principles of privacy, confidentiality, and anonymity.
Results:
Three themes emerged: understanding the functions and value of mentor-mentee relationships; addressing academic and personal challenges through mentoring; and the supportive role of peer mentors in achieving academic and personal goals. Both students and faculty emphasized early program introduction, voluntary participation, and structured mentor selection.
Conclusions:
Findings indicate a strong need and positive attitude toward peer mentoring in nursing education. Such programs can enhance student success, personal growth, and resilience. Future research should examine program feasibility and evaluate outcomes in practice.
Clinical Trial Number:
Not applicable.
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