1. CLT Conference 2015 6 th July 2015 Peer Mentor Project Dr John Bostock and Linda Robson Edge Hill University

2. Supportive Group Dynamic and Opportunities for Dialogue safe space for students as peer mentees share their problems with peer mentors establishment of a dynamics of coordination, orientation and monitoring overcome certain barriers which may exist the main aim of this project, therefore, is two-fold student-oriented approach to learning and personal development enhance professional and personal development

3. Themes from the literature First year students experiences : Disorientated, need to adapt Isolation Alienation Low self esteem Anxieties Don’t know what is expected High and sometimes unrealistic expectations of HE Longer than a week to be inducted to H E Difficulty in transition to H E Feelings of powerlessness ( Aston and Molassiotis,2009;Billing, 1995; Christiansen and Bell,2010;Gibbons,2010 Hamrin et al,2006)

4. Rationale for this approach Retention Committee Improve transition into Higher Education Sense of belonging / identity Extra level of support (Richardson and Brown,2009) Pastoral support Reduction in stress (LI-H-C et al, 2011) 2 nd year student has lived the experience of the first years (Dennison, 2010) Mentees and mentors benefit (Howard and Smith- Goodwin,2010 )

5. What is a peer mentor “a form of mentorship that takes place between a person who has lived through a specific experience and a person who is new to that experience” (Oxford Dictionary, 2012)

6. FOHSC – Peer Mentor The peer mentor is a second year student who will support and guide first year students. The role will last for 12 months

7. Benefits to the Mentor New experience Enhancement of communication, listening and engagement skills (Egan, 2002) Added credential to a CV can be included in references Can be included in portfolio – certificate Sharing of knowledge and good practice Confidence building Helps prepare for the role of staff nurse Making a difference to first year students (Howard and Smith- Goodwin, 2010)

8. Benefits to the Mentee and the University Positive impact on the transition into Higher Education Positive impact on retention(Howard and Smith- Goodwin,2010) Enhancement of the student’s experience Another level of support for mentee (Richardson and Brown, 2009) Less formal support Morale boosting Gives hope and optimum Contributes towards a sense of belonging First year students benefit from the knowledge and experience of more senior students

9. Starting the Project Initial literature review Networking – other Programmes, Faculties Pilot in mental health field Evaluation of pilot 100% students in the pilot thought this was a good idea

10. Current Position Pre Registration nursing April 13 cohort received certificates for being a peer mentor to April 14 cohort September 13 cohort – 58 peer mentors April 14 cohort – 77 peer mentors O D P Cohorts 2 cohorts – Manchester and Ormskirk campuses Other programmes shown interest Collaborative working group set up in Faculty – academic and professional support staff and students

11. Preparation of Mentors and mentees What a mentor is and is not Skills needed to be a mentor (Egan,2002) Responsibilities of a mentor Development of a mentor handbook Ground rules and housekeeping Allocation of mentor to mentee Support for mentors

12. First contact Suggested outline Introductions Expectations of the roles How are things going at University? Any worries or concerns? Have they made contact with their personal tutor? Do they know how to use blackboard? Student services, learning services Future contacts between mentor and mentee

13. Feedback on the First Contact Positive experience Helpful to meet a student who has been there Similar themes – questions around placements Questions around blackboard and Turnitin – some demonstrated this to mentee What are tutors like? Top tips for getting through the first year ? What would 2 nd years do differently in first year ? General questions on what it is like to be a student nurse at Edge Hill (April 14 student evaluations)

14. Evaluations – the Impact of Peer Mentoring from the Mentees’ Perspectives That they were in the same boat, so my peer mentor has reassured me My peer mentor is very willing to help me, she always tries to reply quickly. I feel much supported and I really appreciate the support It was good knowing that if I needed to ask somebody questions about something I was unsure about, I could She answered my questions and gave me encouragement for year 2 Reassured me about what year would involve, positive impact (April 14 student evaluations )

15. Evaluations – the Skills that Mentors used Communication Compassion Problem solving Leadership Organisation Social skills Teamworking Supporting others Sharing knowledge Listening Role modelling Mentorship skills Peer support Use my experience from the first year (April 13 student evaluations)

16. What Ways, if any, can Peer Mentoring be improved ? None- it worked well More contacts between mentors and mentees More enthusiasm Difficult to say as an individual experience (evaluations from mentors and mentees 2015)

17. Response to Feedback Minimum standards Keep diary – date of contact and theme (s) explored Mentees planner accessible to mentors Prompts at key times to make contact Mentor of the Year award

18. Challenges Time Contingency plans – peer mentor off sick, stops the role Keeping the momentum going – sustainability Offering right level of support as project grows

19. Future Developments Student voice crucial Continue to roll out across Faculty and University Peer Mentor Forum Collaborative working Increased visibility of project Ongoing improvements in response to student feedback Research

20. The student’s voice “I have had contact from my peer mentor. I have to say k has been brilliant, very supportive and always replies straight away and is really helpful when I am asking questions. I think this peer mentor strategy is a great idea. It’s definitely made me feel more supported, but then again I put that down to K as well” (email received from a mentee in April 14 cohort )

21. Positive Outcomes To provide students with a supportive environment To improve academic results and to reduce the dropout rate To make students aware of the importance of their own agency To provide further opportunity for the development of intellectual and professional competences To provide an additional mechanism for communication and feedback

22. Conclusion A ‘model’ addressing key components A ‘reconsideration’ of ideas around peer-mentoring

23. Any final questions or comments?

24. References Ashton,L. and Molassiotis,A.(2003) “Supervising and Supporting Student Nurses in Clinical Placements: ‘The Peer Support Iniative’ Nurse Education Today 23,202-210. Billing,D.(1995) ‘Introduction of New Students to Higher Education’ Journal on Innovations in Education and Teaching International,34(2),125-134. Christiansen,A. and Bell,A. (2010)’Peer Learning Partnerships:Exploring the Experience of Pre –Registration Nursing Students’ Journal of Clinical Nursing,19,803-810 Dennison, S. (2010). Peer Mentoring :Untapped potential. Journal of Nursing Education,49,340-342.