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Background <p>The transition period is a critical phase that affects career maturity and the development of professional identity. Although previous studies have suggested that peer mentoring may serve as a supportive strategy, empirical evidence on its effectiveness remains limited. This study aims to examine the effects of structured peer mentor programs on nursing students’ career maturity and career decision-making self-efficacy.</p> Methods <p>This study adopted a quasi-experimental mixed-methods design. A total of 78 final-year undergraduate nursing students were recruited and randomly assigned to two groups. Group A completed a traditional internship before serving as peer counselors. Group B received peer guidance before undertaking an independent internship. Quantitative data were collected at three time points: pretest, posttest, and follow-up. The Career Maturity Inventory and the Career Decision-Making Self-Efficacy Scale were used to assess changes over time. Repeated measures ANOVA was conducted to evaluate the intervention effects. In addition, qualitative data were collected through semi-structured interviews and analyzed using thematic analysis to explore students’ subjective experiences.</p> Results <p>Peer mentor programs had positive effects on both career maturity and career decision-making self-efficacy at different stages. Group A showed a statistically significant increase in scores during the mentoring phase, indicating that guiding others contributed to role reflection and experience integration. Group B demonstrated a notable improvement in confidence and clearer career direction after receiving guidance. Interview findings revealed improvements in emotional support, professional identity, and sense of responsibility. Both peer counselors and peer trainees reported positive developmental experiences.</p> Conclusion <p>Peer mentor programs support both psychological and professional growth for nursing students during the transition period. Equal interaction and role transformation help students enhance their professional identity and competencies, whether through providing or receiving support. It is recommended to integrate structured peer support into nursing internship programs.</p>

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The dual impact of peer mentor programs on career maturity and career decision-making self-efficacy of nursing students during the transition period: a mixed-methods study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月11日

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  • Cheng Yao,
  • Zaihao Wu

摘要

Background

The transition period is a critical phase that affects career maturity and the development of professional identity. Although previous studies have suggested that peer mentoring may serve as a supportive strategy, empirical evidence on its effectiveness remains limited. This study aims to examine the effects of structured peer mentor programs on nursing students’ career maturity and career decision-making self-efficacy.

Methods

This study adopted a quasi-experimental mixed-methods design. A total of 78 final-year undergraduate nursing students were recruited and randomly assigned to two groups. Group A completed a traditional internship before serving as peer counselors. Group B received peer guidance before undertaking an independent internship. Quantitative data were collected at three time points: pretest, posttest, and follow-up. The Career Maturity Inventory and the Career Decision-Making Self-Efficacy Scale were used to assess changes over time. Repeated measures ANOVA was conducted to evaluate the intervention effects. In addition, qualitative data were collected through semi-structured interviews and analyzed using thematic analysis to explore students’ subjective experiences.

Results

Peer mentor programs had positive effects on both career maturity and career decision-making self-efficacy at different stages. Group A showed a statistically significant increase in scores during the mentoring phase, indicating that guiding others contributed to role reflection and experience integration. Group B demonstrated a notable improvement in confidence and clearer career direction after receiving guidance. Interview findings revealed improvements in emotional support, professional identity, and sense of responsibility. Both peer counselors and peer trainees reported positive developmental experiences.

Conclusion

Peer mentor programs support both psychological and professional growth for nursing students during the transition period. Equal interaction and role transformation help students enhance their professional identity and competencies, whether through providing or receiving support. It is recommended to integrate structured peer support into nursing internship programs.