This article describes the impact of the International Student Nursing Organization (ISNO) on socialization and academic progression in a prelicensure baccalaureate program at a historically black college and university in Texas. The nursing school has a diverse (ethnic, social, cultural, and economic) student enrollment from five continents. Many students who are beginning upper-division nursing courses face a variety of challenges relating to the academic rigor of the program as well as financial demands and environmental adjustments (Jeffreys, 2012). International students often deal with challenges such as language issues, cultural shock, and adaptation.
Academic and nonacademic support services and faculty willingness to embrace cultural sensitivity in their teaching can enhance the retention of students from different cultures (Dapremont, 2013). Peer mentoring has been used as a student-centered retention strategy that provides an avenue for constant mentor-mentee interaction, and it has been documented to have a positive impact on the success of undergraduate students in higher education (Jeffreys, 2012; Robinson & Niemer, 2010). The literature describes the impact of peer mentoring strategies in reducing anxiety (Szlachta, 2013), improving self-confidence (Brannagan et al., 2013), increasing personal and professional growth, and increasing effective communication, cooperative learning, and critical thinking (Cooper, Martin, Fisher, Marks, & Harrington, 2013). In nursing education and practice, peer mentoring has contributed to professional skills acquisition (Fogle, 2011) and provides a student-centered retention strategy that enhances mentor-mentee interaction in a nonthreatening environment.
The authors saw a need to create a forum for international student support and socialization into the college of nursing culture. This endeavor led to the birth of the ISNO in 2010, with monthly meetings facilitated by the advisors/authors. The peer mentoring program (PMP) was initiated two years later in 2012. Appropriate human subjects' approval was obtained from the investigators' institutional review board.
PROGRAM DESCRIPTION
The PMP was advertised college-wide at the beginning of the semester. Interested students completed a membership application form. In 2012, there were 35 eligible peer mentors, upper-division nursing students (juniors and seniors) in the nursing baccalaureate program. As 42 peer mentees were identified as eligible for the program, some mentors paired with more than one peer mentee. Seniors were eligible to serve as mentors if they were members and participated in the PMP training and orientation. Participants signed a contract with mentoring guidelines.
Interested mentors attended a three-hour orientation covering expectations: respect mentees' time and prepare for the meeting, find out areas of need, log time with the mentee, report any conflict or issues to the advisors promptly. To earn five community hours per semester, peer mentors met with their mentees in a setting mutually agreeable to both for a minimum of 10 hours per semester. Discussions focused on class work, test-taking strategies, tutorials, and socialization. Mentors met with advisors every three weeks after the training to assess progress and address any issues of note. Advisors were available to help clarify and resolve issues when they arose.
Socialization involved fall and spring cultural festivals organized by the ISNO to showcase the music/dances, cultural attire, and foods unique to each ethnicity. Members shared fashion trends and various foods from their home countries with the college community. Participants in the PMP actively engaged in this program.
PEER MENTORING OUTCOMES
The student community and members of the ISNO enthusiastically welcomed the PMP; it became the highlight of the organization. Mentees were among the first attendees at monthly meetings, and as socialization increased among the student population, it was evident that strong bonds developed among members. New relationships were formed beyond the students' normal circle of friends. The popularity and positive impact of the PMP among ISNO members also contributed to a significant increase in membership in the organization.
Guidance by peer mentors resulted in increased knowledge among mentees and greater utilization of facilities and resources. The peer mentees displayed increased confidence and empowerment and verbalized satisfaction at the benefits of the program, which included improved course grades. The peer mentors expressed self-fulfillment and improved leadership skills. The campus climate reflected an increased understanding and awareness of other cultures and the impact on student retention and progression.
Participants' perspectives are reflected in this comment by a mentor: "My participation in ISNO as a mentor has allowed me to grow in my understanding of other cultures, and I feel better prepared to be a nurse that takes patient cultural needs seriously." A mentee commented: "My membership of ISNO provided me with a supportive community that helped me academically and decreased my anxiety about the rigors of the nursing program."
Peer mentees navigated the semester more confidently with less anxiety because of the academic support they received from their peer mentors. The mentors were able to fulfill some of their organization community service requirements and content review at the same time. In addition, they received certificates of participation during the pinning ceremony for their professional portfolios and organization cords to be worn during the commencement ceremony. As the program continued, many students transitioned from mentees to peer mentors.
COMPREHENSIVE EXIT EXAM PERFORMANCE
Aggregate performance of students who participated in the ISNO were analyzed retrospectively and compared to the performance of the class as a whole. The passing score for the exit exam administered in the last semester (fifth) of the prelicensure nursing program is 900. In fall 2012, 55 students took the comprehensive examination; of the 55, 24 were mentors. ISNO members had a mean score of 1,065.63 (SD = 102.28) compared to a mean of 926.2 (SD = 132.98) from the entire graduating class. Of note, the highest score for the fall 2012 students was from a peer mentor.
The spring 2013 cohort had 28 peer mentors with a comprehensive exam mean score of 921.5 (SD = 84.28), compared to the entire class mean of 886.27 (SD = 110.27, n = 98). Both scores were above the national mean score of 847.
Overall, the comprehensive examination pass rate for peer mentors was 75 percent compared to 43 percent for the entire class in fall 2012. In spring 2013, 71 percent of the peer mentors passed compared to 48 percent of the entire class. The nursing licensure exam pass rate for the entire fall 2012 class was high at 95.8 percent, whereas mentors had a 100 percent pass rate. The spring 2013 class pass rate of 89 percent was surpassed by the mentor pass rate of 92.9 percent.
IMPLICATIONS FOR NURSING EDUCATION
The initial data appears to support the premise that the peer mentors' consistent review of course materials correlated with higher comprehensive and nursing licensure exam scores. Ninety-five percent of the 2012 peer mentors had previously participated as mentees in the program, and 82 percent of the spring 2013 mentors had served as mentees. Playing the dual role of mentor-mentee exposes students to new materials and continuous review of old materials, thereby encouraging retention of information learned earlier in the program.
This analysis is limited by lack of data prior to the mentoring program. A study is under way to further explore the impact of peer mentoring and academic performance in the nursing school environment. However, it is clear that this model of student-directed peer mentorship provides a self-perpetuating strategy to improve the academic environment: inclusive, enabling, empowering, sharing, and learning. The model and environment are essential for increased retention and progression of students, particularly those of diverse cultural, ethnic, and economic backgrounds.
The PMP supports student retention, serves as a platform for cultural awareness and education, and enriches college life. In addition, the cultural activities of the ISNO support the professional development and cultural competence of diverse nursing students and faculty. The authors hope that this model can receive wider utilization and application in similar historically black college and university institutions.
REFERENCES