Peer mentor training: Pathway to competency for facilitators of Healthy Mothers Healthy Families workshops

2021 ◽  
Author(s):  
Helen M. Bourke‐Taylor ◽  
Sarah Grzegorczyn ◽  
Kahli S. Joyce
Keyword(s):  
Mentor Training ◽  
Peer Mentor

scholarly journals Evaluation of "How To Be A Good Mentoring Training” Effectiveness for Peer Mentor

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Andhika Alexander Repi
Keyword(s):  
Action Plan ◽  
Development Program ◽  
Analysis Data ◽  
Needs Analysis ◽  
Design Stage ◽  
Training Module ◽  
Mentor Training ◽  
Peer Mentor ◽  
Faculty Psychology ◽  
Training Materials

"Kakak Pendamping, Support Class Program" is a term for peer mentor of Faculty Psychology WM University program. The mentor needs to be equipped with the knowledge, skills, and attitudes of becoming good mentors through training programs called "How To Be a Good Mentor" training. But, this program hasn’t evaluated whether the training is effective or not. If a training program is not assessed, it will cause several losses for both mentors and the organization. This study aims to identify the effectiveness of the training "How To Be a Good Mentor.” The method used is mix-method and involves all stakeholders in the UKWMS Psychology Faculty, namely staff, students, and Mentors. The results of the study found that "How To Be a Good Mentor" training has not been effective because it does not go through the ideal design stage of training. Without any needs analysis program, and the absence of a training evaluation program, as an action plan due to ineffectiveness of the training that has been held. A training module will be redesigned to develop a training module, "Creating a Full Heart Mentor." This training aims to improve the knowledge, skills, and attitudes of the Mentors. Evaluation of the "Creating a Full Heart Mentor" training is useful in evaluating the results of assessments showing the satisfaction of Mentor to the training process, and improving learning after obtaining training materials. The training on "Creating a Full Heart Mentor" produces needs analysis data used as a further development program for Mentors. "Kakak Pendamping Support Class Program" adalah sebutan untuk peer mentor program Fakultas Psikologi WM University. Sebagai upaya untuk mengoptimalkan program ini, para mentor perlu dibekali dengan pengetahuan, keterampilan, dan sikap bagaimana menjadi mentor yang baik melalui program pelatihan yang dinamakan pelatihan “How To Be a Good Mentor”. Namun program ini belum dievaluasi apakah pelatihan tersebut efektif atau tidak. Jika program pelatihan tidak dievaluasi, maka akan menimbulkan sejumlah kerugian baik bagi mentor maupun organisasi. Penelitian ini bertujuan untuk mengetahui efektivitas pelatihan "How To Be a Good Mentor". Metode yang digunakan adalah mix-method dan melibatkan seluruh stakeholder di Fakultas Psikologi UKWMS yaitu staf, mahasiswa, dan Mentor. Hasil penelitian menemukan bahwa pelatihan "How To Be a Good Mentor" belum efektif karena tidak melalui tahap desain pelatihan yang ideal, tanpa adanya program analisis kebutuhan, dan tidak adanya program evaluasi pelatihan. Sebagai sebuah action plan akibat tidak efektifnya pelatihan yang telah dilaksanakan, maka modul pelatihan akan didesain ulang dan menghasilkan pengembangan modul pelatihan “Menciptakan Mentor Sepenuh Hati”. Pelatihan ini bertujuan untuk meningkatkan pengetahuan, keterampilan, dan sikap para Mentor. Evaluasi pelatihan “Menciptakan Mentor Sepenuh Hati” efektif ditinjau dari hasil evaluasi yang menunjukkan kepuasan pendamping terhadap proses pelatihan, dan peningkatan pembelajaran setelah mendapatkan materi pelatihan. Pelatihan “Membuat Mentor Sepenuh Hati” menghasilkan data analisis kebutuhan yang nantinya akan digunakan sebagai program pengembangan lebih lanjut bagi Mentor.

Development of a Web-Based Peer Support Program for Family Caregivers of Ventilator-Assisted Individuals Living in the Community: Protocol for a Pilot Randomized Controlled Trial (Preprint)

2018 ◽  
Author(s):  
Marina B Wasilewski ◽  
Mika Nonoyama ◽  
Craig Dale ◽  
Douglas A McKim ◽  
Jeremy Road ◽  
...  
Keyword(s):  
Peer Support ◽  
Controlled Trial ◽  
Support Program ◽  
Peer Mentors ◽  
Mentor Training ◽  
Peer Mentor ◽  
Web Based ◽  
Stage 1 ◽  
The Web ◽  
Peer Support Program

BACKGROUND Across Europe, Canada, Australia, and the United States, the prevalence of home mechanical ventilation (HMV) prevalence is 6.6-12.9 per 100,000. At-home ventilator-assisted individuals (VAIs) are often vulnerable and highly comorbid, requiring complex care. In Canada, most VAI care is provided by family, leading to poor health-related quality of life and increased caregiver burden. No supportive interventions or peer support programs are tailored to VAI caregivers. Owing to the financial, geographic, and time limitations, Web-based support delivery may especially meet VAI family caregiver needs. We have developed a peer mentor training and Web-based peer support program for VAI caregivers including information-sharing, peer-to-peer communication, and peer mentorship. OBJECTIVE Study Stage 1 aims to (1) evaluate the face and content validity of the peer mentor training program and (2) investigate participant satisfaction. Study Stage 2 aims to evaluate (1) the feasibility of participant recruitment and Web-based program delivery; (2) acceptability, usability, and satisfactoriness; (3) experiences of caregivers and peer mentors with the Web-based peer support program; and (4) effect of the Web-based peer support program on caregiver health outcomes. METHODS Study Stage 1: We will train 7 caregivers to act as peer mentors for the Web-based peer support program trial; they will complete questionnaires rating the utility of individual training sessions and the training program overall. Study Stage 2: We will recruit 30 caregiver peers for a pilot randomized controlled trial of the 12-week Web-based peer support program using a waitlist control; the program includes private chat, a public discussion forum, and weekly moderated chats. Caregiver peers will be randomized to the intervention or waitlist control group using a 1:1 ratio using Randomize.net. Both groups will complete pre- and postintervention health outcome questionnaires (ie, caregiving impact, mastery, coping, personal gain, positive affect, and depression). Caregiver peers in the intervention arm will only complete a program evaluation and will be invited to participate in an interview to provide insight into their experience. Peer mentors will be invited to participate in a Web-based focus group to provide insight into their experience as mentors. We will judge the feasibility per the number of recruitment and program delivery goals met, use analysis of covariance to compare health outcomes between intervention and control groups, and analyze qualitative data thematically. RESULTS Peer mentor training was completed with 5 caregivers in July 2018. To date, 2 caregivers have beta-tested the website, and the Web-based peer support program trial will commence in September 2018. Results are expected by early 2019. CONCLUSIONS This study will result in the production and initial evaluation of a rigorously developed, evidence- and stakeholder-informed Web-based peer training and peer support program for caregivers of VAIs residing at home. INTERNATIONAL REGISTERED REPOR PRR1-10.2196/11827

scholarly journals Implementation Evaluation of an Online Peer-Mentor Training Program for Individuals With Spinal Cord Injury

2019 ◽  
Vol 25 (4) ◽  
pp. 303-315 ◽  
Author(s):  
Marie-Eve Lamontagne ◽  
Krista L. Best ◽  
Teren Clarke ◽  
Frederic S. Dumont ◽  
Luc Noreau
Keyword(s):  
Evidence Based Practice ◽  
Readiness To Change ◽  
Implementation Process ◽  
Evidence Based ◽  
Peer Mentors ◽  
Mentor Training ◽  
Community Based ◽  
Peer Mentor ◽  
Cord Injury ◽  
Organizational Readiness To Change

Background: Community-based spinal cord injury (SCI) associations play a critical role in successful community integration of individuals having experienced an SCI, with knowledge translation being increasingly important for the process. The implementation of a new online peer-mentor training program was perceived as being useful in improving and standardizing training practices for peer mentors across Canada. It was also seen as an opportunity to explore the context, process, and influence of a formal implementation process in SCI community-based associations that are corporate members of SCI Canada with a view to informing future implementation efforts. Objectives: The objectives of this study were to (a) explore the context in which the implementation process will be conducted, (b) identify barriers and facilitators that influence the implementation process, and (c) measure the influence of the implementation process on service delivery. Methods: A sequential cross-sectional design was used with SCI Canada provincial member associations. SCI Canada's purpose is to support collaboration among provincial corporate members. SCI Canada enlisted the participation of several employees from the provincial associations to assess the implementation context using the Evidence-Based Practice Attitude Scale and the Organizational Readiness to Change Assessmen t and to identify barriers to and facilitators of the implementation of an evidence-based practice through an open-ended questionnaire based on the Consolidated Framework for Implementation Research. A pre-post design was used to evaluate the influence of the implementation process on peer-mentors using the Determinants of Implementation Behavior Questionnaire. Results: Participants reported an overall positive attitude toward evidence-based practice and a positive perception of the organizational readiness to change. The relevance of the practice chosen was a facilitator because peer support is central to the mission of SCI Canada and this type of practice is in line with the organization' culture and values. Equally important, but as an obstacle, is the scarcity of existing resources within the association in general and specifically resources devoted to the implementation of the program. Finally, the implementation process seems to influence half of the implementation determinant types on potential peer mentors. Conclusion: Community-based organizations, such as the provincial association members of SCI Canada, show positive context for the implementation of evidence-based practices. However, successful implementation of online peer-mentor training will require specific consideration of financial and human resources.

Share the Care: Study Design, Implementation, and Baseline Participant Characteristics of a Peer Mentoring Program to Improve Outcomes for Informal Caregivers of Homebound Individuals with Advanced Parkinson’s Disease (Preprint)

2021 ◽  
Author(s):  
Jori Fleisher ◽  
Faizan Akram ◽  
Jeanette Lee ◽  
Ellen C. Klostermann ◽  
Serena P Hess ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Family Caregivers ◽  
Peer Mentoring ◽  
Informal Caregivers ◽  
Home Visits ◽  
Caregiver Strain ◽  
Mentor Training ◽  
Peer Mentor ◽  
Advanced Parkinson’S Disease ◽  
Anxiety Depression

BACKGROUND Homebound individuals with advanced Parkinson’s Disease (PD) require intensive caregiving, the majority of which is provided by informal, family caregivers. PD caregiver strain is an independent risk factor for institutionalization. There are currently no effective interventions to support advanced PD caregivers. Studies in other neurologic disorders, however, have demonstrated the potential for peer mentoring interventions to improve caregiver outcomes. In the context of an ongoing trial of interdisciplinary home visits, we designed and piloted a nested trial of caregiver peer mentoring for informal caregivers of individuals with advanced PD. OBJECTIVE To test the feasibility of peer mentoring for caregivers of homebound individuals with advanced PD and to evaluate its effects on anxiety, depression, and caregiver strain. METHODS Single-center pilot study of 16 weeks of caregiver peer mentoring nested within a yearlong controlled trial of interdisciplinary home visits. We recruited 34 experienced former or current family caregivers who completed structured mentor training. Caregivers enrolled in the larger interdisciplinary home visit trial consented to receive 16 weeks of weekly, one-to-one peer mentoring calls with a trained peer mentor. Weekly calls were guided by a curriculum on advanced PD management and caregiver support. Fidelity to and satisfaction with the intervention were gathered via biweekly study diaries. Anxiety, depression, and caregiver strain were measured pre- and post-mentoring intervention at Home Visits 2 and 3. RESULTS Enrollment and peer mentor training began in 2018, and 65 caregivers enrolled in the overarching trial. The majority of mentors and mentees were white, female spouses or partners of individuals with PD, and mentors had a mean of 8.7 years of caregiving experience (SD 6.4). Thirty-three mentors were matched with at least one mentee. Mentoring concluded in late 2020, with data analysis underway. CONCLUSIONS This is the first study of caregiver peer mentoring in PD and may establish an adaptable and sustainable model for disease-specific caregiver interventions in PD and other neurodegenerative diseases. CLINICALTRIAL ClinicalTrials.gov NCT03189459; http://clinicaltrials.gov/ct2/show/ NCT03189459.

scholarly journals A Peer Mentor Training Program for Aural Rehabilitation

2007 ◽  
Vol 11 (2) ◽  
pp. 125-131 ◽  
Author(s):  
Scott J. Bally ◽  
Matthew H. Bakke
Keyword(s):  
Training Program ◽  
Mentor Training ◽  
Peer Mentor ◽  
Aural Rehabilitation

scholarly journals ‘Getting into the flow of university’: a coaching approach to student peer support

2017 ◽  
Vol 3 (1) ◽  
pp. 262
Author(s):  
Digby Warren ◽  
Wilko Luebsen
Keyword(s):  
First Year ◽  
Peer Leaders ◽  
Mentor Training ◽  
Peer Mentor ◽  
First Year Students ◽  
Embedded Model ◽  
Rich Data ◽  
Coaching Approach

As Keenan (2014) reports, peer-led learning schemes are gaining momentum globally, bringing benefits to both ‘peer leaders’ and their mentees. Such schemes can also be vehicles for student engagement and supporting successful transition. In its Peer-Assisted Student Success (PASS) scheme, London Metropolitan University has developed a course-embedded model in which trained ‘Success Coaches’ provide academic and personal guidance to first-years on all undergraduate degree programmes via in-class groups and one-to-one support. Another distinctive feature is its adoption of a coaching philosophy in the role of student mentoring. This case study explores the experiences and benefits accrued by both first-year students and Success Coaches from this coaching style, drawing on rich data collected via focus groups using images as a form of ‘arts-based inquiry’. Themes emerging from the data illuminate the nature of the peer relationship. The paper also considers implications, for peer-mentor training, of incorporating a coaching approach.   

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