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The effectiveness of peer mentoring in promoting a positive transition to higher education for first-year undergraduate students: a mixed methods systematic review protocol

Overview of attention for article published in Systematic Reviews, April 2016
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Title
The effectiveness of peer mentoring in promoting a positive transition to higher education for first-year undergraduate students: a mixed methods systematic review protocol
Published in
Systematic Reviews, April 2016
DOI 10.1186/s13643-016-0245-1
Pubmed ID
Authors

Jean Carragher, Jennifer McGaughey

Abstract

The global transfer of nursing and midwifery education to higher education institutes has led to student nurses and midwives experiencing challenges previously faced by traditional third-level students, including isolation, loneliness, financial difficulties and academic pressure. These challenges can contribute to increased stress and anxiety levels which may be detrimental to the successful transition to higher education, thus leading to an increase in attrition rates. Peer mentoring as an intervention has been suggested to be effective in supporting students in the transition to third-level education through enhancing a sense of belongingness and improving student satisfaction, engagement and retention rates. This proposed systematic review aims to determine the effectiveness of peer mentoring in enhancing levels of student engagement, sense of belonging and overall satisfaction of first-year undergraduate students following transition into higher education. MEDLINE, Web of Knowledge, ProQuest, Embase, CINAHL, ERIC, PsycINFO and CENTRAL databases will be searched for qualitative, quantitative and mixed methods studies on the implementation of peer assessment strategies in higher education institutes (HEIs) or universities for full-time, first-year adult students (>17 years). Included studies will be limited to the English language. The quality of included studies will be assessed using a validated Mixed Methods Appraisal Tool (MMAT). The findings will be presented as a narrative synthesis or meta-analysis as appropriate following sequential explanatory synthesis. The review will provide clear, non-biased evidence-based guidance to all third-level educators on the effectiveness of peer-mentoring programmes for first-year undergraduates. The review is necessary to help establish which type of peer mentoring is most effective. The evidence from qualitative and quantitative studies drawn from the international literature will be utilised to illustrate the best way to implement and evaluate peer mentoring as an effective intervention and will be useful in guiding future research and practice in this area. These findings may be applied internationally across all disciplines.

Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 268 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Argentina 1 <1%
Unknown 267 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 33 12%
Student > Master 31 12%
Researcher 23 9%
Student > Bachelor 20 7%
Student > Doctoral Student 18 7%
Other 63 24%
Unknown 80 30%
Readers by discipline Count As %
Nursing and Health Professions 38 14%
Social Sciences 36 13%
Psychology 26 10%
Medicine and Dentistry 26 10%
Arts and Humanities 8 3%
Other 45 17%
Unknown 89 33%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 16 November 2016.
All research outputs
#20,355,479
of 22,903,988 outputs
Outputs from Systematic Reviews
#1,916
of 2,002 outputs
Outputs of similar age
#253,372
of 299,027 outputs
Outputs of similar age from Systematic Reviews
#28
of 30 outputs
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We're also able to compare this research output to 30 others from the same source and published within six weeks on either side of this one. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.