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Previous research suggests that mentoring benefits Student Registered Nurse Anesthetists (SRNAs) in many ways including decreasing stress levels and increasing academic retention rates. There is little research, however, that explores the mentoring structure preferred by SRNAs. To answer this question, the researchers surveyed 387 student members of the American Association of Nurse Anesthetists (AANA) and analyzed the results using descriptive statistics, Chi-square testing, and Straus and Glaser’s Grounded Theory. Researchers found that SRNAs prefer a mix of formal and informal mentoring and a layered approach to mentoring consisting of both a recently graduated CRNA and near-peer SRNA mentor. The study also found it was important to SRNAs that a mentor share a similar personality with them, be able to provide clinical and career guidance, and be able to facilitate networking. In addition, the survey data suggests that there are periods in an academic anesthesia program where mentorship is essential, including at the beginning of the program and before clinical rotations begin. Perhaps the most crucial finding was that non-Caucasian students often have different perspectives towards mentoring than Caucasian students. This was the most profound demographic difference found by this study, influencing responses more than any other demographic characteristic including age, sex, or relationship status. Future research is needed to investigate the different needs of minority SRNAs to ensure mentorship programs are structured in such a way to meet the needs of SRNAs.
Nurse Anesthesia programs can be extremely competitive and challenging throughout the country (Nolan, 2004). Students enrolled in the Millikin University and Decatur Memorial Hospital's Nurse Anesthesia program, also known as Student Registered Nurse Anesthetists (SRNAs) are faced with highly stressful situations throughout the duration of the program. ... Not every student enrolled has an adequate support system that can help them throughout the duration of the program. ... Based on the peer mentoring program of University of Pittsburgh and studies supporting it, a peer mentoring program was established for the Millikin University and Decatur Memorial Hospital's Nurse Anesthesia Program. ... Based on the results of the evaluation, it was concluded that a peer mentoring program is beneficial for both mentors and mentees. -- from the abstract.
Background: Student Registered Nurse Anesthetist (SRNAs) experience high levels of stress and anxiety while enrolled a demanding nurse anesthesia program; a peer mentorship program fosters an encouraging support system for SRNAs. Purpose: The purpose of this project was to evaluate if a peer mentorship program was effective at diminishing stress & anxiety, social isolation, enhancing preparedness amongst the first and second-year SRNAs, and to evaluate the perceived effectiveness of mentorship amongst students enrolled in the NorthShore University HealthSystem School of Nurse Anesthesia (NSUHS SONA). Methods: This quantitative, descriptive, cross-sectional study design involved three cohorts of SRNAs. Participants communicated through personal interaction and Facebook discussion posts. Then they completed a post participation survey with Likert-scale responses to evaluate the program's outcome on stress and anxiety, social isolation, preparedness for didactic and clinical rotations, and the perceived effectiveness of mentorship. Results: The post- participation survey reported the following range of mean scores for each construct: stress and anxiety (M= 1.71-2.43), emotional support (M =1.14 -1.86), preparedness (M =1.86-2.50), and mentorship evaluation (M= 2.00-3.42). Lower mean scores were a positive reflection on the intended goals of the peer mentorship program. Overall, the participants in this study reported that the peer mentorship program should be continued at NSUHS SONA. Conclusion: Mentorship is beneficial to graduate students enrolled at NSUHS SONA. A well structured and well-planned mentorship program should be integrated throughout the nurse anesthesia curriculum.
Nurse anesthesia programs throughout the nation are extremely competitive with strict admissions criteria and demanding curriculum. Students enrolled in these programs, termed Student Registered Nurse Anesthetists (SRNAs), experience high average daily stress levels throughout their enrollment in a nurse anesthesia program (NAP). This quantitative study examined whether there is a decrease in SRNA average daily perceived stress when peer mentoring is employed. Inclusion criterion was all SRNAs enrolled in a single 3 year, post-baccalaureate Doctor of Nursing Practice (DNP) NAP at a comprehensive Carnegie research university with Southern Regional Education Board- Level 1 designation. Fifty-six SRNAs were surveyed using a modified version of Dr. Anthony Chipas' tool for measuring SRNA stress. Thirty-seven surveys were returned for a response rate of 66.1%. The sample group (n=26) consisted of participants who had a peer mentor. These results were compared with the control group (n=11) who did not have a peer mentor. Independent sample t-tests, a Kruskal-Wallis test, and descriptive analysis were performed. An independent sample t-test revealed a statistically significant difference between the mean daily stress levels of the mentored group (M=5.46, SD +1.48) and non-mentored group (M=6.73, SD+1.56), t(35)=2.35, p=0.025. This finding would imply that mentoring is effective at decreasing stress in SRNAs. However, this study lacked an adequate sample size to retain confidence in the result. Although the researcher cannot be confident in the statistical significance of the data, the data supports the hypothesis that peer mentoring may decrease stress levels in SRNAs. --Page ii.
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Investigate whether implementation of a peer-to-peer mentorship program and lab simulation would be beneficial in decreasing stress in the initial days of clinical education. Also study the timing of implementation of peer-to-peer mentoring and lab simulation.
This cross-disciplinary volume incorporates diverse perspectives on mentoring undergraduate research, including work from scholars at many different types of academic institutions in Australia, Canada, the United Kingdom, and the United States. It strives to extend the conversation on mentoring undergraduate research to enable scholars in all disciplines and a variety of institutional contexts to critically examine mentoring practices and the role of mentored undergraduate research in higher education.
A part of the new Teaching Medicine Series, this new title acts as a guide for mentoring and fostering professionalism in medical education and training