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“We know what they’re struggling with”: student peer mentors’ embodied perceptions of teaching in a health professional education mentorship program

“We know what they’re struggling with”: student peer mentors’ embodied perceptions of teaching in... This paper reports on a study of student peer mentorship in the context of nursing education in a higher education program in Canada. The study used an embodied hermeneutic phenomenological methodology to investigate student peer mentors’ perceptions of teaching during peer mentorship. The data were collected over one calendar year (2019) and involved analysis of 10 participants’ interview data and their ‘body maps,’ produced in response to guided questions. Through the data analysis a core theme of ‘commitment to mentee growth’ was identified, along with seven interrelated themes: sharing responsibility for learning, moderating stress, mediating power relations, navigating unknown processes, valuing creative approaches, offering generous acceptance, and facilitating confidence. Student peer mentorship has the potential to contribute to health professions education in a number of unique ways including through embodied attunement, trusting intersubjective relations, and dialogic education. This study is innovative in its purposeful design and aim to investigate both cognitive and embodied perceptions of student peer mentors. The findings point to the promise of student peer mentorship for advancing health sciences education. Implications for peer mentorship program development in health professions education are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

“We know what they’re struggling with”: student peer mentors’ embodied perceptions of teaching in a health professional education mentorship program

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Publisher
Springer Journals
Copyright
Copyright © The Author(s), under exclusive licence to Springer Nature B.V. 2021
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1007/s10459-021-10072-9
Publisher site
See Article on Publisher Site

Abstract

This paper reports on a study of student peer mentorship in the context of nursing education in a higher education program in Canada. The study used an embodied hermeneutic phenomenological methodology to investigate student peer mentors’ perceptions of teaching during peer mentorship. The data were collected over one calendar year (2019) and involved analysis of 10 participants’ interview data and their ‘body maps,’ produced in response to guided questions. Through the data analysis a core theme of ‘commitment to mentee growth’ was identified, along with seven interrelated themes: sharing responsibility for learning, moderating stress, mediating power relations, navigating unknown processes, valuing creative approaches, offering generous acceptance, and facilitating confidence. Student peer mentorship has the potential to contribute to health professions education in a number of unique ways including through embodied attunement, trusting intersubjective relations, and dialogic education. This study is innovative in its purposeful design and aim to investigate both cognitive and embodied perceptions of student peer mentors. The findings point to the promise of student peer mentorship for advancing health sciences education. Implications for peer mentorship program development in health professions education are discussed.

Journal

Advances in Health Sciences EducationSpringer Journals

Published: Mar 1, 2022

Keywords: Body mapping; Embodiment; Health professions education; Hermeneutics; Intercorporeality; Intersubjectivity; Nursing; Peer mentor; Phenomenology; Near-peer teaching

References