A critical review of outcomes of peer group mentoring and elements influencing its success and application to student placement supervisors.

Authors

  • Gillian Nisbet The University of Sydney
  • Lindy McAllister The University of Sydney

DOI:

https://doi.org/10.18552/ijpblhsc.v3i2.195

Keywords:

student supervisors, peer mentoring, group mentoring

Abstract

Within the mentoring literature, peer group mentoring is emerging as an alternative approach to the traditional one-on-one experienced mentor-novice mentee model. The aim of this study was to examine the evidence base for peer group mentoring with a view to developing a sustainable peer group mentoring framework specifically for student placement supervisors within both the health and community sectors. A literature review was undertaken to determine models of peer group mentoring, elements contributing to their success and reported outcomes. The search strategy was intentionally broad to include papers outside of the health and community sectors. Eleven papers were located that met the inclusion criteria. Models of peer group mentoring broadly fell under three categories: peer led; experienced facilitator present with an active role; and experienced facilitator present in a supportive role. The success of peer group mentoring was influenced by structural elements of the programme, a focus on relationship building, and the learning environment. Outcomes included personal benefits to participants, educational gains, relationship development and productivity improvements. Based on this review, peer group mentoring appears to offer a novel approach to effectively and efficiently supporting and developing our student placement supervisors, ensuring quality learning experiences for our students.

Author Biographies

Gillian Nisbet, The University of Sydney

Dr Gillian Nisbet, PhD, MMEd, DipNutr, BSc(Hons) is a lecturer within Work Integrated Learning at the Faculty of Health Sciences, The University of Sydney. Her current research interests include interprofessional learning, work integrated learning, student supervision and peer mentoring.

Lindy McAllister, The University of Sydney

Prof Lindy McAllister PhD MA (Hons) SpPath, BSpThy is Professor and Associate Dean of Work Integrated Learning at the Faculty of Health Sciences, The University of Sydney. Her current research interests include innovative student placement models and supervisor development.

References

Barnett, B.G. (1995). ‘Developing reflection and expertise: can mentors make the difference?’. Journal of Educational Administration, 33 (5), 45–59

doi: 10.1108/09578239510098527

Borders, L.D. (1991) ‘A systematic approach to peer group supervision’. Journal of Counseling & Development, 69 (3), 248–252

doi: 10.1002/j.1556-6676.1991.tb01497.x

Costa, A.L., and Kallick, B. (1993) ‘Through the lens of a critical friend’. Educational Leadership, 51, 49–51

Danielson, L. (2002) ‘Developing and retaining quality classroom teachers through mentoring’. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75 (4), 183–185 doi: 10.1080/00098650209604927

Darwin, A., and Palmer, E. (2009) ‘Mentoring circles in higher education’. Higher Education Research & Development, 28 (2), 125–136 doi: 10.1080/07294360902725017

Dilworth, S., Higgins, I., Parker, V.A., Kelly, B., and Turner, J.C. (2013) ‘Finding a way forward: A literature review on the current debates around clinical supervision’. Contemporary Nurse, 45 (1), 22–32 doi: 10.5172/conu.2013.45.1.22

Ehrich, L., Hansford, B., and Tennent, L. (2004) ‘Formal mentoring programs in education and other professions: A review of the literature’. Educational Administration Quarterly, 40 (4), 518–540 doi: 10.1177/0013161X04267118

Ehrich, L., Tennent, L., and Hansford, B. (2002) ‘A review of mentoring in education: Some lessons for nursing’. Contemporary Nurse, 12 (3), 253–264

doi: 10.5172/conu.12.3.253

Fawcett, D.L. (2002) ‘Mentoring—what it is and how to make it work’. AORN journal, 75(5), 950-954 doi:10.1016/S0001-2092(06)61459-2

Files, J.A., Blair, J.E., Mayer, A.P., and Ko, M.G. (2008) ‘Facilitated peer mentorship: A pilot program for academic advancement of female medical faculty’. Journal of Women's Health, 17 (6), 1009–1015 doi:10.1089/jwh.2007.0647

Freeman, R. (2000) ‘Faculty mentoring programs’. Medical Education, 34, 507–508

doi: 10.1046/j.1365-2923.2000.00736.x

Goodyear, M. (2006) ‘Mentoring: A learning collaboration’. Educause Quarterly, 29 (4), 52. available at http://er.educause.edu/articles/2006/1/mentoring-a-learning-collaboration

Haggard, D.L., Dougherty, T.W., Turban, D.B., and Wilbanks, J.E. (2011) ‘Who is a mentor? A review of evolving definitions and implications for research’. Journal of Management, 37 (1), 280–304 doi: 10.1177/0149206310386227

Health Workforce Australia. (2011) National Clinical Supervision Support Framework. Adelaide: Health Workforce Australia.

available at https://www.hwa.gov.au/sites/uploads/hwa-national-clinical-supervision-support-framework-201110.pdf

Health Workforce Australia. (2013) National Clinical Supervision Competency Resource Validation edn. Adelaide: Health Workforce Australia.

available at https://www.hwa.gov.au/sites/uploads/HWA-National-Clinical-Supervision-Competency-Resource-VE-201305.pdf

Heartfield, M., and Gibson, T. (2005) ‘Mentoring for nurses in general practice: national issues and challenges’. Collegian, 12 (2), 17–21 doi:10.1016/S1322-7696(08)60488-6

Heartfield, M., Gibson, T., Chesterman, C., and Tagg, L. (2005) ‘Hanging from a string in the wind. Development of a national framework for mentoring for nurses in general practice’.

Higgs, J., and McAllister, L. (2005) ‘The lived experiences of clinical educators with implications for their preparation, support and professional development’. Learning in Health and Social Care, 4 (3), 156–171 doi: 10.1111/j.1473-6861.2005.00097.x

Hubbard, C., Halcomb, K., Foley, B., and Roberts, B. (2010) ‘Mentoring: A nurse educator survey’. Teaching and Learning in Nursing, 5 (4), 139–142 doi:10.1016/j.teln.2010.02.006

Huizing, R. L. (2012) ‘Mentoring together: A literature review of group mentoring’. Mentoring & Tutoring: Partnership in Learning, 20 (1), 27–55 doi: 10.1080/13611267.2012.645599

Jackson-Bowers, E., Henderson, J., and O'Connor, M. (2001) ‘Evaluation of the ALIA (SA) mentoring group 1999: A grounded theory approach’. The Australian Library Journal, 50 (1), 23–30 doi: 10.1080/00049670.2001.10755939

Jacobson, S.L., and Sherrod, D.R. (2012) ‘Transformational mentorship models for nurse educators’. Nursing Science Quarterly, 25 (3), 279–284

doi: 10.1177/0894318412447565

Lord, J.A., Mourtzanos, E., McLaren, K., Murray, S.B., Kimmel, R.J., and Cowley, D.S. (2012) ‘A peer mentoring group for junior clinician educators: Four years' experience’. Academic Medicine, 87(3), 378–383 doi: 10.1097/ACM.0b013e3182441615

McAllister, L., and Lincoln, M. (2004) Clinical education in speech-language pathology. London: Whurr

McCormack, C., and West, D. (2006) ‘Facilitated group mentoring develops key career competencies for university women: A case study’. Mentoring & Tutoring : Partnership in Learning, 14(4), 409–431 doi: 10.1080/13611260600739290

Moss, J., Teshima, J., and Leszcz, M. (2008) ‘Peer group mentoring of junior faculty’. Academic Psychiatry, 32(3), 230–235 doi: 10.1176/appi.ap.32.3.230

Mullen, C. (2000) Constructing co-mentoring partnerships: Walkways we must travel. Theory into Practice, 39(1), 4–11 doi: 10.1207/s15430421tip3901_2

Pololi, L.H., Knight, S.M., Dennis, K., and Frankel, R.M. (2002) ‘Helping medical school faculty realize their dreams: an innovative, collaborative mentoring program’. Academic Medicine, 77(5), 377–384

Proctor, B. (2008) Group supervision: A guide to creative practice. 2nd edn. London: Sage

Rees, A. and Shaw, K. (2014) ‘Peer mentoring communities of practice for early and mid-career faculty: Broad benefits from a research-oriented female peer mentoring group’. Journal of Faculty Development, 28(2), 5–17

Ritchie, A., and Genoni, P. (2002) ‘Group mentoring and professionalism: A programme evaluation’. Library Management, 23(1/2), 68–78 doi: 10.1108/01435120210413869

Rodger, S., Webb, G., Devitt, L., Gilbert, J., Wrightson, P., and McMeeken, J. (2008) ‘Clinical education and practice placements in the allied health professions: An international perspective’. Journal of Allied Health, 37(1), 53–62

Rose, M., and Best, D. (2005) Transforming practice through clinical education, professional supervision, and mentoring. London: Elsevier Health Sciences

Scott, E.S., and Smith, S.D. (2008) ‘Group mentoring: a transition-to-work strategy’. Journal for Nurses in Staff Development, 24(5), 232-238

doi: 10.1097/01.NND.0000320691.24135.72

Warne, T., Johansson, U.-B., Papastavrou, E., Tichelaar, E., Tomietto, M., Van den Bossche, K., Vizcaya-Moreno, M.F., and Saarikoski, M. (2010) ‘An exploration of the clinical learning experience of nursing students in nine European countries’. Nurse Education Today, 30(8), 809–815 doi:10.1016/j.nedt.2010.03.003

Weasmer, J., and Woods, A.M. (2003) ‘Mentoring: Professional development through reflection’. The Teacher Educator, 39(1), 65–77 doi: 10.1080/08878730309555330

White, A., Brannan, J., and Wilson, C.B. (2010) ‘A mentor-protégé program for new faculty, Part I: Stories of protégés’. The Journal of Nursing Education, 49(11), 601–607

Wilson, C.B., Brannan, J., and White, A. (2010) ‘A mentor-protégé program for new faculty, Part II: Stories of mentors’. The Journal of Nursing Education, 49(12), 665–671

Downloads

Published

2015-12-21

How to Cite

Nisbet, G., & McAllister, L. (2015). A critical review of outcomes of peer group mentoring and elements influencing its success and application to student placement supervisors. International Journal of Practice-Based Learning in Health and Social Care, 3(2), 61–76. https://doi.org/10.18552/ijpblhsc.v3i2.195

Issue

Vol. 3 No. 2 (2015): International Journal of Practice-based Learning in Health and Social Care

Section

Research Articles

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a  Creative Commons License "Attribution-NonCommercial No Derivs 4.0 International" (CC BY-NC-ND 4.0) which permits others to use the publication as long as the authors are appropriately cited.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
  4. The Author grants to Coventry University an irrevocable, royalty-free, worldwide, non-exclusive licence to publish this article in this journal in addition to the licence granted at paragraph 1 of this copyright notice. 

Most read articles by the same author(s)

1 2 > >>