Midwifery Education, MİDWİFERY STUDENT, Peer Mentoring, Peer Mentorship
Conditions
Keywords
peer mentorship, peer mentoring, midwifery education, midwifery student
Brief summary
This study aimed to evaluate the effects of a peer mentoring program on first- and third-year midwifery students at a university in Türkiye. Peer mentoring involves experienced students (mentors) providing guidance and support to new students (mentees). A total of 120 students were randomly assigned to either a mentoring group or a control group. The program lasted for 13 weeks and included face-to-face meetings between mentors and mentees. The study was designed to assess how peer mentoring may contribute to students' university adjustment, leadership development, and perceptions of the midwifery profession.
Detailed description
Starting university can be both exciting and overwhelming for students, particularly in health-related fields such as midwifery. Students often face challenges like adapting to academic demands, managing stress, and developing a professional identity. Peer mentoring is a supportive strategy in which more experienced students (mentors) help newcomers (mentees) by sharing their knowledge, experiences, and advice. In this study, first- and third-year midwifery students at a university in Türkiye participated in a structured peer mentoring program. Third-year students were trained as mentors and paired with first-year mentees. Over the course of 13 weeks, mentors and mentees met regularly to discuss topics including academic concerns, campus life, and professional development. The study was designed to examine the potential of peer mentoring as a support mechanism in midwifery education. The program aimed to help students adapt more effectively to university life, foster leadership skills among mentors, and support students' understanding and engagement with their future profession.
Interventions
A 13-week peer mentoring program in which trained third-year midwifery students supported first-year students through regular meetings aimed at enhancing academic adaptation, confidence, and professional understanding.
Sponsors
Kocaeli University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
FEMALE
Healthy volunteers
Yes
Inclusion criteria
* Must be enrolled as a 1st-year or 3rd-year midwifery student at the university * Must be attending classes regularly * For mentors (3rd-year students): GPA must be 2.0 or higher * Voluntary participation with signed informed consent
Exclusion criteria
* Having a diagnosed psychiatric condition * Having communication disabilities * Being on academic leave or not actively attending courses
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Change in University Adaptation Score After Peer Mentoring | Baseline and Week 13 (end of the semester) |
Secondary
| Measure | Time frame |
|---|---|
| Change in Leadership Orientation Score Among Mentors | Baseline and Week 13 (end of the semester) |
| Change in Professional Perception Score Among Mentees | Baseline and Week 13 (end of the semester) |
Countries
Turkey (Türkiye)
Outcome results
None listed