Randomized Controlled Trial of Graduate-to-Undergraduate Student Mentoring Program

This randomized controlled trial evaluated the effects of graduate-to-undergraduate student mentoring on anxiety, self-efficacy, academic performance, and satisfaction with nursing as a career choice among students enrolled in a nursing fundamentals course during the first semester of a baccalaureate nursing program. The nursing students assigned to the experimental group received up to 20 hours of mentoring by registered nurses who were enrolled in a graduate nursing program at the same university. The State-Trait Anxiety Inventory, Baccalaureate Student Self-efficacy Questionnaire, nursing fundamentals course performance scores, and satisfaction with nursing as a career choice were measured. One-way analysis of covariance was used for data analysis. The experimental group (n = 34) had lower trait anxiety (P = .01), higher academic performance (P = .04) and satisfaction with nursing as a career choice (P = .002) at the end of the semester compared with the control group (n = 17). There were no statistically significant differences in state anxiety and self-efficacy between two groups. Mentoring by experienced nurses appears to reduce anxiety, foster academic success, and enhance professional satisfaction among beginning nursing students.