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Journals / Sabuncuoglu Serefeddin Health Sciences / 2026 / Cilt: 8 Sayı: 2

THE EFFECT OF THE PEER MENTORING PROGRAM ON NURSING STUDENTS’ PROBLEM-SOLVING AND SELF-EFFICACY LEVELS: A UNIVERSITY EXAMPLE

AKRAN MENTORLUĞU PROGRAMININ HEMŞİRELİK ÖĞRENCİLERİNİN PROBLEM ÇÖZME VE ÖZ YETERLİLİK DÜZEYLERİNE ETKİSİ: BİR ÜNİVERSİTE ÖRNEĞİ

Necmiye Çömlekçi(BARTIN ÜNİVERSİTESİ)0000-0002-6374-8265
Ebru Cirban Ekrem(BARTIN UNIVERSITY)0000-0003-4442-0675
Emine Güneş Şan(BARTIN UNIVERSITY)0000-0002-5491-8621
Hilal Uysal(BARTIN UNIVERSITY)0000-0003-3211-7011
Pages
78–89
Publication Date
2026-08-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In conclusion, the peer mentoring program provided a significant improvement in the personal control subscale of the Problem-Solving Inventory in the mentee group.

📌 3 Key Takeaways

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Objective & Hypothesis:Peer mentoring is a process in which the mentor student contributes to the personal, academic, and professional development of the mentee student by sharing their knowledge, skills, thoughts, and experiences.
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Key Findings & Data:The research data were collected between December 2023 and June 2024.
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Conclusion & Impact:In conclusion, the peer mentoring program provided a significant improvement in the personal control subscale of the Problem-Solving Inventory in the mentee group.
🔬Design:Araştırma Makalesi
📍Scope:2023 Verileri
⚙️Variables:Akran mentorluğu · Hemşirelik öğrencileri · Özyeterlilik

Abstract

Peer mentoring is a process in which the mentor student contributes to the personal, academic, and professional development of the mentee student by sharing their knowledge, skills, thoughts, and experiences. The primary goal of a peer mentoring program is the development of the mentee student. However, in this process, the mentor student fulfills the roles of educator, guide, counselor, and supporter, and this process also contributes to the development of the mentor student. In this study, it was aimed to determine the effect of a peer mentoring program implemented at a university on the problem-solving and self-efficacy levels of mentee and mentor students. The study was conducted using a quasi-experimental, multi-time-point, control-group design. The research data were collected between December 2023 and June 2024. The study sample consisted of a total of 26 students, including 13 mentees and 13 mentors who participated in the peer mentoring program, while the control group consisted of a total of 30 students, including 14 first-year students with similar characteristics to the mentee students and 16 third-year students with similar characteristics to the mentor students. A personal information form, the General Self-Efficacy Scale, and the Problem-Solving Inventory were used to collect the research data. Sociodemographic characteristics were similar in both groups (p>0.05). In comparisons between the mentor and mentor control groups, no significant differences were found in the General Self-Efficacy Scale, the total scores and subscale scores of the Problem-Solving Inventory, either within groups or between groups (p>0.05). In the mentee group, however, a statistically significant difference was found in the personal control subscale of the Problem-Solving Inventory compared to the mentee control group (p=0.001). Similarly, a significant difference was found in within-group time comparisons in the mentee control group (p=0.02). No significant differences were found in within-group or between-group comparisons over time for the mentee and mentee control groups. In conclusion, the peer mentoring program provided a significant improvement in the personal control subscale of the Problem-Solving Inventory in the mentee group. It is recommended that the study be replicated with larger sample groups and research designs with a higher level of evidence.

Özet

Akran mentorluğu, mentor öğrencinin bilgi, beceri, düşünce ve deneyimlerini menti öğrenciye aktararak kişisel, akademik ve mesleki gelişimine katkıda bulunduğu bir süreçtir. Akran mentorluğu programının öncelikli hedefi menti öğrencinin gelişimidir. Fakat bu süreçte mentor öğrenci eğitici, rehber, danışman ve destek veren rollerini yerine getirmekte ve bu süreç mentor öğrencinin gelişimine de katkı sağlamaktadır. Bu araştırmada, bir üniversitede uygulanan akran mentorluğu programının menti ve mentor öğrencilerin problem çözme ve özyeterlilik düzeylerine etkisinin belirlenmesi amaçlandı. Araştırma, yarı deneysel çok zaman noktalı kontrol gruplu tasarımda gerçekleştirildi. Araştırma verileri, Aralık 2023-Haziran 2024 tarihleri arasında toplanmıştır. Çalışma örneklemini, akran mentorluğu programına katılan 13 menti, 13 mentor olmak üzere toplam 26 öğrenci, kontrol grubunu ise menti öğrencilerle benzer özelliklere sahip 14 birinci sınıf öğrencisi, mentor öğrencilerle benzer özelliklere sahip 16 üçüncü sınıf öğrencisi olmak üzere toplam 30 öğrenci oluşturmuştur. Araştırma verilerinin toplanmasında kişisel bilgi formu, genel özyeterlilik ölçeği, problem çözme envanteri kullanılmıştır. Sosyodemografik özellikler her iki grupta da benzerdi (p>0.05). Mentor ve kontrol mentor grubu karşılaştırmalarda genel özyeterlilik ölçeği, problem çözme envanteri ölçek toplam puanı ve alt boyutlarında grup içi ve gruplar arası karşılaştırmalarda anlamlı fark saptanmadı (p>0.05). Menti grubunda ise problem çözme envanteri kişisel kontrol alt boyutunda kontrol menti grubuna kıyasla istatistiksel olarak anlamlı fark bulundu (p=0.001). Benzer şekil menti kontrol grubu grup içi zaman karşılaştırmalarında da anlamlı fark bulundu (p=0.02). Menti ve menti krontrol grubu zamana göre grup içi ve gruplar arası karşılaştırmalarda anlamlı farklılık saptanmadı. Sonuç olarak, akran mentorluğu programı menti grubunun problem çözme envanteri kişisel kontrol alt boyutunda anlamlı iyileşme sağlamıştır. Çalışmanın daha büyük örneklem gruplarında kanıt düzeyi yüksek araştırma tasarımlarında tekrarlanması önerilir.

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Cite This Article

Çömlekçi, N., Ekrem, E. C., Şan, E. G., Uysal, H. (2026). THE EFFECT OF THE PEER MENTORING PROGRAM ON NURSING STUDENTS’ PROBLEM-SOLVING AND SELF-EFFICACY LEVELS: A UNIVERSITY EXAMPLE. Sabuncuoglu Serefeddin Health Sciences, Cilt: 8 Sayı: 2, 78–89. https://doi.org/10.55895/sshs.1829777

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