The Effect of integration of Mentorshiping and Peer Education methods on the academic Performance and academic Satisfaction in Nursing PhD Students

  Learning from peers is an effective educational intervention for doctoral nursing students in the educational settings. This study aimd to examine the effect of mentor and peer education on the Academic performance ( education and research performance) and academic satisfaction in doctoral nursing students. This quasi-experimental study was conducted on 10 doctoral nursing students who started their degree 2010-2014 at the University of Welfare and Rehabilitation sciences. The sample was divided into two groups of intervention and control based on the inclusion criteria of the study. Five students in doctoral nursing were selected for intervention and control groups. In the intervention group, all students attended a peer education session every week for one year. After completing the course of peer education with a mentor, data were collected through questionnaires of educational performance appraisal and academic satisfaction. Then the data were analyzed using t-test and the SPSS, 22 versions. The results of this study showed that the mean score of academic satisfaction and research performance in the intervention group was significantly different from the control group. Doctoral nursing students had a greater research performance and academic satisfaction compared to the control group. But mean score of educational performance in both groups was not significant. According to the findings of this study, attention to the integration methods of education is inevitable in order to increase satisfaction and academic performance in doctoral nursing students. Peer group education and mentor can increase scientific and research abilities and lead to developing academic performance and satisfaction in doctoral nursing students.