Navigating Graduate Nursing Education: The Effect of Peer Mentorship on Academic Self-Efficacy at SHU: A Quality Improvement Project

Abstract

Background Academic self-efficacy plays an essential role in the success of graduate nursing students, influencing their confidence, persistence, and ability to navigate complex coursework. Graduate nursing education is rigorous, and many students struggle with self-doubt, stress, and academic pressures that can impact their performance and retention in programs. Peer mentorship programs have been identified as an effective intervention to support students by cultivating collaboration, providing guidance, and enhancing academic self-efficacy. This project implemented a peer mentorship program for graduate nursing students at a university in Northeast U.S. to evaluate its impact on academic self-efficacy over 10 weeks. Purpose The primary goal of this project was to implement and evaluate a peer mentorship program for nursing graduate students to determine its effect on academic self-efficacy. The intervention aimed to provide structured mentorship, enhance support systems, and assess changes in self-efficacy among participants. Intervention and Setting The project was conducted at the university, engaging graduate nursing students as both mentors and mentees. Participants were paired based on work measures, residency and program status. Mentors provided guidance on coursework, study strategies, time management, and professional development. The program included regular one-on-one meetings, group discussions, and structured feedback sessions over 10 weeks. Evaluation The project utilized pre- and post-intervention surveys to assess academic self-efficacy using a validated scale. Data were analyzed to determine changes in self-efficacy scores among participants. Additional qualitative feedback was collected to understand participant experiences and perceived benefits of the mentorship program. Discussion Preliminary findings indicate that peer mentorship positively influenced academic self-efficacy by providing social and academic support. Participants reported increased confidence in their abilities, improved study habits, and enhanced professional development. Sustainability plans include integrating the mentorship program into the nursing curriculum to provide ongoing support for future cohorts. Implications Implementing structured peer mentorship programs in graduate nursing education can enhance academic self-efficacy, improve student retention, and foster a supportive learning environment. Future research should explore long-term impacts and scalability across other nursing programs