ArticleNurse education today2023
Navigating the turbulent seas: Experiences of peer mentorship on the journey to becoming a nurse scholar.
Article in Nurse education today, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Mentoring in Hospital Settings: A Systematic Review of Guidance, Care, and Professional Development.Healthcare (Basel, Switzerland) · 2026Review
- Facilitators and Barriers to Developing a Research Program: A Focused Ethnography of New Tenure-Track PhD-Prepared Nursing Faculty.The Canadian journal of nursing research = Revue canadienne de recherche en sciences infirmieres · 2024Article
- Improving struggling medical and nursing students' subjective vitality, school engagement and academic performance through a peer mentorship intervention programme: an intervention protocol.BMC medical education · 2024Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
backgroundPeer mentorship is a vital component of doctoral education; however, few studies describe peer mentorship in Doctor of Philosophy in Nursing (PhDN) programs.
objectivesExplore characteristics, benefits, and challenges of peer mentorship experienced by PhD-N students.
designAn electronic survey was sent to PhD-N program administrators at member institutions of the American Association of Colleges of Nursing in the United States. Contacts were asked to distribute the survey to current and recently graduated PhD-N students. Descriptive statistics were used to analyze participant demographics. Thematic analysis was used to analyze survey responses.
resultsRespondents (n = 213) provided perspectives from every PhD-N program phase, with 43.3 % (n = 91) pre-candidacy, 41.0 % (n = 86) candidacy, and 15.7 % (n = 33) recently graduated students. A total of 55.2 % (n = 117) received some form of peer mentorship. Thematic analysis revealed three peer mentorship levels (map, compass, first mate) representing varying degrees of emotional investment. Peer mentorship benefits included feeling connected to peers and the institution, strengthening research skills, and feeling supported. Barriers to peer mentorship include lack of time and institutional support, fear of burdening others, and poorly matched mentors.
conclusionGiven that peer mentorship recipients reported feeling supported and less isolated, academic institutions should build a culture that promotes and supports peer mentorship. Future research should examine peer mentorship effects on PhD-N students' mental health, academic success, and faculty transition.
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