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The effect of a peer-mentoring strategy on student nurse stress reduction in clinical practice.

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  • Additional Information
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      LI H-C., WANG L. S., LIN Y-H. & LEE I. (2011) The effect of a peer-mentoring strategy on student nurse stress reduction in clinical practice. International Nursing Review, 203-210 That nursing students suffer high levels of stress during clinical practice is a common topic in nursing education, but there are some effective strategies for dealing with it. The purpose of this study is to examine the effects that a peer mentoring program has on student nurses' stress levels during clinical practice. A quasi-experimental design was conducted. Forty-nine junior level nursing students ( n = 17 in the experimental group; n = 32 in the control group) were enrolled in the same medical-surgical nursing class. Mentors were recruited from students who had received medical-surgical experience before entering university. A 6-point perceived Stress Scale for the nursing students' questionnaire was used to evaluate the stress level. Stress from 'lack of professional knowledge and skills' was the highest score before clinical practice in the experimental (3.78) and control (3.57) group, and also was the highest score after clinical practice in the control group (3.44). Stress from 'assignments and workload' was the highest score after clinical practice in experimental group (3.25). Wilcoxon matched paired signed ranks test revealed that there are no significant differences in stress scores between the two groups. Study findings reveal that there are various advantages and disadvantages to implementing peer mentoring programs. The clinical teacher needs to provide suitable support and encouragement to the mentor and mentee students during this program. These results might provide information that can be used in improving clinical internship experience for the students. [ABSTRACT FROM AUTHOR]
    • :
      Copyright of International Nursing Review is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • Author Affiliations:
      1Lecturer
      2Nursing Manager, Joyful Adult Day Healthcare Center, Rowland Height, CA, USA
      3Associate Professor
      4Lecturer, Department of Nursing, I-Shou University, Kaohsiung, Taiwan
    • ISSN:
      0020-8132
    • Accession Number:
      10.1111/j.1466-7657.2010.00839.x
    • Accession Number:
      60467911
  • Citations
    • ABNT:
      LI, H.-C. et al. The effect of a peer-mentoring strategy on student nurse stress reduction in clinical practice. International Nursing Review, [s. l.], v. 58, n. 2, p. 203–210, 2011. DOI 10.1111/j.1466-7657.2010.00839.x. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=nyh&AN=60467911. Acesso em: 25 out. 2020.
    • AMA:
      Li H-C, Wang LS, Lin Y-H, Lee I. The effect of a peer-mentoring strategy on student nurse stress reduction in clinical practice. International Nursing Review. 2011;58(2):203-210. doi:10.1111/j.1466-7657.2010.00839.x
    • APA:
      Li, H.-C., Wang, L. S., Lin, Y.-H., & Lee, I. (2011). The effect of a peer-mentoring strategy on student nurse stress reduction in clinical practice. International Nursing Review, 58(2), 203–210. https://doi.org/10.1111/j.1466-7657.2010.00839.x
    • Chicago/Turabian: Author-Date:
      Li, H-C., L. S. Wang, Y-H. Lin, and I. Lee. 2011. “The Effect of a Peer-Mentoring Strategy on Student Nurse Stress Reduction in Clinical Practice.” International Nursing Review 58 (2): 203–10. doi:10.1111/j.1466-7657.2010.00839.x.
    • Harvard:
      Li, H.-C. et al. (2011) ‘The effect of a peer-mentoring strategy on student nurse stress reduction in clinical practice’, International Nursing Review, 58(2), pp. 203–210. doi: 10.1111/j.1466-7657.2010.00839.x.
    • Harvard: Australian:
      Li, H-C, Wang, LS, Lin, Y-H & Lee, I 2011, ‘The effect of a peer-mentoring strategy on student nurse stress reduction in clinical practice’, International Nursing Review, vol. 58, no. 2, pp. 203–210, viewed 25 October 2020, .
    • MLA:
      Li, H. C., et al. “The Effect of a Peer-Mentoring Strategy on Student Nurse Stress Reduction in Clinical Practice.” International Nursing Review, vol. 58, no. 2, June 2011, pp. 203–210. EBSCOhost, doi:10.1111/j.1466-7657.2010.00839.x.
    • Chicago/Turabian: Humanities:
      Li, H-C., L. S. Wang, Y-H. Lin, and I. Lee. “The Effect of a Peer-Mentoring Strategy on Student Nurse Stress Reduction in Clinical Practice.” International Nursing Review 58, no. 2 (June 2011): 203–10. doi:10.1111/j.1466-7657.2010.00839.x.
    • Vancouver/ICMJE:
      Li H-C, Wang LS, Lin Y-H, Lee I. The effect of a peer-mentoring strategy on student nurse stress reduction in clinical practice. International Nursing Review [Internet]. 2011 Jun [cited 2020 Oct 25];58(2):203–10. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=nyh&AN=60467911