IMPACT OF STRUCTURED MENTORSHIP PROGRAMMES ON ACADEMIC PERFORMANCE AND WELLBEING OF NURSING STUDENTS IN NIGERIA

Main Article Content

Dr Joyce C. Arinze
Dr. Peace N. Iheanacho
Dr Chidinma E. Isreal
Dr Ngozi P. Ogbonnaya
Dr Chikaodili Ihudiebube-Splendor
Dr Ifunanya S. Anyanwu

Keywords

Academic performance, Mentorship programmes, Nigeria, Nursing umdergraduates, Wellbeing.

Abstract

Mentorship is increasingly recognised as a vital strategy in nursing education to address academic pressures and psychosocial challenges, particularly in low- and middle-income countries where formal programmes remain underdeveloped. In Nigeria, nursing undergraduates face rigorous curricula and transitional stressors amid faculty shortages exacerbated by brain drain. This study aimed to evaluate the impact of a structured peer mentorship programme on academic performance and wellbeing among undergraduate nursing students. A quasi-experimental one-group pre–post design with historical comparison was employed at the University of Nigeria, Enugu Campus. Seven fourth-year mentors guided 126 second-year mentees over one semester. Wellbeing was assessed using validated GAD-7, PHQ-9, and University Stress Scale instruments; academic performance via NSC 201 module scores. Paired t-tests and independent-samples t-tests were utilised for analysis, supplemented by satisfaction surveys. Findings revealed significantly higher academic scores in the mentored cohort (mean 58.58 ± 11.067%; p < 0.001) versus historical controls. Overall anxiety and depression remained unchanged, but specific anxiety items improved (p = 0.020; p = 0.003); stress increased significantly (p = 0.013). Participants’ general feedback was overwhelmingly positive. Structured peer mentorship enhances academic performance and provides targeted psychosocial support in resource-constrained settings. Institutions should integrate such programmes to foster resilience and retention, informing policy for standardised implementation in Nigerian nursing education.

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