Trial reportBMC medical education2025
The dual impact of peer mentor programs on career maturity and career decision-making self-efficacy of nursing students during the transition period: a mixed-methods study.
Trial report in BMC medical education, 2025. 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 trial behind it
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Who cites it
3 citing papers in PubMed.
- The relationship between transition shock and professional identity of nursing interns in China: a moderated mediation effect analysis.Frontiers in psychology · 2026Article
- Profiles of environmental sensitivity among nursing students on clinical placement and their structural associations with failure mindsets: a latent profile and network analysis.Frontiers in psychology · 2026Article
- Social support and future self-continuity across clinical transition phases in master of nursing specialist students: a longitudinal cross-lagged panel study based on Schlossberg's Transition Theory.Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe transition period is a critical phase that affects career maturity and the development of professional identity. Although previous studies have suggested that peer mentoring may serve as a supportive strategy, empirical evidence on its effectiveness remains limited. This study aims to examine the effects of structured peer mentor programs on nursing students' career maturity and career decision-making self-efficacy.
methodsThis study adopted a quasi-experimental mixed-methods design. A total of 78 final-year undergraduate nursing students were recruited and randomly assigned to two groups. Group A completed a traditional internship before serving as peer counselors. Group B received peer guidance before undertaking an independent internship. Quantitative data were collected at three time points: pretest, posttest, and follow-up. The Career Maturity Inventory and the Career Decision-Making Self-Efficacy Scale were used to assess changes over time. Repeated measures ANOVA was conducted to evaluate the intervention effects. In addition, qualitative data were collected through semi-structured interviews and analyzed using thematic analysis to explore students' subjective experiences.
resultsPeer mentor programs had positive effects on both career maturity and career decision-making self-efficacy at different stages. Group A showed a statistically significant increase in scores during the mentoring phase, indicating that guiding others contributed to role reflection and experience integration. Group B demonstrated a notable improvement in confidence and clearer career direction after receiving guidance. Interview findings revealed improvements in emotional support, professional identity, and sense of responsibility. Both peer counselors and peer trainees reported positive developmental experiences.
conclusionPeer mentor programs support both psychological and professional growth for nursing students during the transition period. Equal interaction and role transformation help students enhance their professional identity and competencies, whether through providing or receiving support. It is recommended to integrate structured peer support into nursing internship programs.
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