BACKGROUND: Nursing students, whether undergraduate or graduate, are at a higher risk for stress and anxiety due to competitiveness and complexities of nursing school. There is evidence in the literature on the effects of peer mentoring among nursing students. Peer mentoring has been associated with increased retention, student engagement, and skills competence among nursing students. There is, however, paucity in the literature about peer mentoring's effect on stress and anxiety levels of undergraduate nursing students. PURPOSE: To examine the literature on the effect of peer mentoring on stress and anxiety levels among undergraduate nursing students. THEORETICAL FRAMEWORK: Bandura's Self-Efficacy Theory was used to guide this review. METHOD: An integrative review of the literature was conducted. Electronic databases searched included PubMed, CINAHL, PsychINFO, and ERIC using keywords: nurse*, student*, undergrad*, stress and nursing students, anxiety and nursing students, and mentor*. Review was limited to peer reviewed articles published in the English language from January 2000 to August 2018. Articles were independently reviewed by three authors, and the quality of data was evaluated using established criteria. RESULTS: Eight articles were included in the review. Review suggested that peer mentoring decreases stress, and situation or short-term anxiety levels of undergraduate nursing students. However, results should be interpreted with caution based on limited studies identified.
BACKGROUND: Nursing students, whether undergraduate or graduate, are at a higher risk for stress and anxiety due to competitiveness and complexities of nursing school. There is evidence in the literature on the effects of peer mentoring among nursing students. Peer mentoring has been associated with increased retention, student engagement, and skills competence among nursing students. There is, however, paucity in the literature about peer mentoring's effect on stress and anxiety levels of undergraduate nursing students. PURPOSE: To examine the literature on the effect of peer mentoring on stress and anxiety levels among undergraduate nursing students. THEORETICAL FRAMEWORK: Bandura's Self-Efficacy Theory was used to guide this review. METHOD: An integrative review of the literature was conducted. Electronic databases searched included PubMed, CINAHL, PsychINFO, and ERIC using keywords: nurse*, student*, undergrad*, stress and nursing students, anxiety and nursing students, and mentor*. Review was limited to peer reviewed articles published in the English language from January 2000 to August 2018. Articles were independently reviewed by three authors, and the quality of data was evaluated using established criteria. RESULTS: Eight articles were included in the review. Review suggested that peer mentoring decreases stress, and situation or short-term anxiety levels of undergraduate nursing students. However, results should be interpreted with caution based on limited studies identified.
Authors: Mei-Hsin Lai; Chyn-Yuan Tzeng; Yeu-Hui Chuang; Pi-Chen Chang; Min-Huey Chung Journal: Int J Environ Res Public Health Date: 2022-06-18 Impact factor: 4.614
Authors: Helen F Harrison; Elizabeth Anne Kinsella; Sandra DeLuca; Stephen Loftus Journal: Adv Health Sci Educ Theory Pract Date: 2021-10-21 Impact factor: 3.629
Authors: Marta Czekirda; Patrycja Misztal-Okońska; Anna Włoszczak-Szubzda; Mariusz Goniewicz; Mateusz Cybulski; Krystyna Kowalczuk; Noemi Jaszyna; Maria Pyć; Mariusz Gnat; Joanna Girzelska; Ewa Guz; Mariusz Sutryk; Wioletta Tuszyńska-Bogucka; Krzysztof Goniewicz; Ahmed M Al-Wathinani; Amir Khorram-Manesh Journal: Int J Environ Res Public Health Date: 2022-03-03 Impact factor: 3.390