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Analysis of institutional authors

Cuesta-Martínez, RoserAuthorRaventós-Torner, Rosa-DolorsAuthorJiménez-Herrera MAuthorAguaron-Garcia, Maria JesusAuthorFont-Jimenez, IsabelAuthor

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January 28, 2025
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Experiences of nursing students in A peer mentoring program during their clinical practices. A qualitative study

Publicated to:Nurse Education Today. 139 106234- - 2024-05-04 139(), DOI: 10.1016/j.nedt.2024.106234

Authors: Cuesta-Martinez, Roser; Gonzalez-Sanz, Pilar; Raventos-Torner, Rosa-Dolors; Jimenez- Herrera, Maria; Aguaron-Garcia, Maria Jesus; Lorenzo-Allegue, Laura; Font-Jimenez, Isabel

Affiliations

Univ Europea Madrid, Fac Biomed & Hlth Sci, Nursing Dept, Madrid, Spain - Author
Univ Rovira i Virgili, Nursing Dept, Tarragona 43002, Spain - Author

Abstract

Background: Clinical placements allow nursing students to develop the skills and attitudes necessary to provide care. Peer mentoring programmes seem to facilitate these achievements, but there are very few studies on the effects of peer mentoring on clinical placements and what it can bring to both mentors and mentees. Aim: To describe the perspectives of nursing students on a peer mentoring programme during their clinical placements. Design: A qualitative descriptive and exploratory study. Settings and participants: First year and third year nursing students were included. Methods: Focus groups were conducted with students after they participated in a peer mentoring programme during their clinical practice rotation. Results: The support received from the student mentors was very important both academically and personally. Mentors also acknowledged having improved their teaching and leadership skills. Conclusions: Our results can be applied to future studies to inform peer mentoring programmes as a complementary teaching tool in clinical placements to improve leadership and empowerment in nursing students.

Keywords

AdultClinical placementCompetency-based educatioCompetency-based educationEducation, nursing, baccalaureateFemaleFocus groupsHumansLeadershipMaleMentoringMentorsMentorshipNurseNursing studentsPeer groupPeer mentoringQualitative researchStressorsStudents, nursingSupport

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Nurse Education Today due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2024 there are still no calculated indicators, but in 2023, it was in position 4/192, thus managing to position itself as a Q1 (Primer Cuartil), in the category Nursing. Notably, the journal is positioned above the 90th percentile.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2025-08-09:

  • WoS: 1
  • Scopus: 1

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-08-09:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 18 (PlumX).

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (Cuesta Martínez, Maria Roser) and Last Author (Font Jimenez, Maria Isabel).