Perceptions and Motivations of Associate Degree Nursing Students Engaged in Peer Mentoring and Tutoring through Supplemental Instruction
High attrition rates in associate degree nursing (ADN) programs contribute significantly to a nursing shortage in the United States that is expected to worsen. Nursing students find the learning environment stressful, intimidating, and overwhelming, leading to discouragement in the first year of the...
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| Format: | Article |
| Language: | English |
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Community College of Baltimore County
2022-08-01
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| Series: | Teaching and Learning Excellence through Scholarship |
| Online Access: | https://tales.journals.publicknowledgeproject.org/index.php/tales/article/view/2378 |
| _version_ | 1797650923940478976 |
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| author | Cindy Morse |
| author_facet | Cindy Morse |
| author_sort | Cindy Morse |
| collection | DOAJ |
| description | High attrition rates in associate degree nursing (ADN) programs contribute significantly to a nursing shortage in the United States that is expected to worsen. Nursing students find the learning environment stressful, intimidating, and overwhelming, leading to discouragement in the first year of their nursing education. Research is needed to identify specific retention strategies that can offer ADN students additional support and promote academic success. This study aimed to explore first-semester ADN nursing students’ experiences with peer mentoring and peer tutoring provided through supplemental instruction (SI). A basic qualitative study was conducted, and participants’ descriptions of their experiences participating in SI were documented using semi-structured interviews. The findings indicated that students feel SI is a positive experience, but improvement is needed. Exposure to different perspectives through peer mentoring and tutoring improved students’ understanding of course material. Stronger peer relationships created consistency for students. Peer mentoring boosted self-confidence among first-semester students, and attendance at SI sessions increased persistence. The findings support the use of peer mentoring to offer academic assistance to first-semester ADN students. |
| first_indexed | 2024-03-11T16:07:41Z |
| format | Article |
| id | doaj.art-c7e864c2a9634ae3956e5c9d4ea02aaf |
| institution | Directory Open Access Journal |
| issn | 2766-8991 |
| language | English |
| last_indexed | 2024-03-11T16:07:41Z |
| publishDate | 2022-08-01 |
| publisher | Community College of Baltimore County |
| record_format | Article |
| series | Teaching and Learning Excellence through Scholarship |
| spelling | doaj.art-c7e864c2a9634ae3956e5c9d4ea02aaf2023-10-24T18:13:44ZengCommunity College of Baltimore CountyTeaching and Learning Excellence through Scholarship2766-89912022-08-012110.52938/tales.v2i1.23782388Perceptions and Motivations of Associate Degree Nursing Students Engaged in Peer Mentoring and Tutoring through Supplemental InstructionCindy MorseHigh attrition rates in associate degree nursing (ADN) programs contribute significantly to a nursing shortage in the United States that is expected to worsen. Nursing students find the learning environment stressful, intimidating, and overwhelming, leading to discouragement in the first year of their nursing education. Research is needed to identify specific retention strategies that can offer ADN students additional support and promote academic success. This study aimed to explore first-semester ADN nursing students’ experiences with peer mentoring and peer tutoring provided through supplemental instruction (SI). A basic qualitative study was conducted, and participants’ descriptions of their experiences participating in SI were documented using semi-structured interviews. The findings indicated that students feel SI is a positive experience, but improvement is needed. Exposure to different perspectives through peer mentoring and tutoring improved students’ understanding of course material. Stronger peer relationships created consistency for students. Peer mentoring boosted self-confidence among first-semester students, and attendance at SI sessions increased persistence. The findings support the use of peer mentoring to offer academic assistance to first-semester ADN students.https://tales.journals.publicknowledgeproject.org/index.php/tales/article/view/2378 |
| spellingShingle | Cindy Morse Perceptions and Motivations of Associate Degree Nursing Students Engaged in Peer Mentoring and Tutoring through Supplemental Instruction Teaching and Learning Excellence through Scholarship |
| title | Perceptions and Motivations of Associate Degree Nursing Students Engaged in Peer Mentoring and Tutoring through Supplemental Instruction |
| title_full | Perceptions and Motivations of Associate Degree Nursing Students Engaged in Peer Mentoring and Tutoring through Supplemental Instruction |
| title_fullStr | Perceptions and Motivations of Associate Degree Nursing Students Engaged in Peer Mentoring and Tutoring through Supplemental Instruction |
| title_full_unstemmed | Perceptions and Motivations of Associate Degree Nursing Students Engaged in Peer Mentoring and Tutoring through Supplemental Instruction |
| title_short | Perceptions and Motivations of Associate Degree Nursing Students Engaged in Peer Mentoring and Tutoring through Supplemental Instruction |
| title_sort | perceptions and motivations of associate degree nursing students engaged in peer mentoring and tutoring through supplemental instruction |
| url | https://tales.journals.publicknowledgeproject.org/index.php/tales/article/view/2378 |
| work_keys_str_mv | AT cindymorse perceptionsandmotivationsofassociatedegreenursingstudentsengagedinpeermentoringandtutoringthroughsupplementalinstruction |