Perceived StressNCT07610096
Peer Mentoring and Perceived Stress in First-Year Nursing Students
A study testing Peer Mentor-Mentee Program in people with Perceived Stress and Stress, run by Istanbul Kent University at 1 site in Turkey (Türkiye).
Trial summary
This study aimed to evaluate whether participation in a peer mentor-mentee program was associated with changes in perceived stress among first-year nursing students. Starting university and adapting to nursing education may be stressful for first-year students because of new academic, social, and environmental… Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Perceived Stress, Stress
- What is being tested?
- Peer Mentor-Mentee Program
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 120 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 3 Nov 2025to 2 Jan 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Being a first-year nursing student at Istanbul Kent University
- Being enrolled in the nursing department during the study period
- Being 18 years of age or older
- Volunteering to participate in the study
- Providing written informed consent
- Being able to complete the online data collection forms
Who cannot join
- Refusing to participate in the study
- Not providing informed consent
- Not completing the pretest or posttest data collection forms
- Being absent from the peer mentor-mentee program process in a way that prevents participation in the intervention
- Being a transfer student or previously having completed first-year nursing education
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Changes in Perceived Stress Following a Peer Mentor-Mentee Program Among First-Year Nursing Students: A Controlled Quasi-Experimental Study
This study aimed to evaluate whether participation in a peer mentor-mentee program was associated with changes in perceived stress among first-year nursing students. Starting university and adapting to nursing education may be stressful for first-year students because of new academic, social, and environmental demands. Peer mentoring may support students' adaptation to university life by providing academic, social, and practical support.
This study used a controlled quasi-experimental pretest-posttest design involving first-year nursing students enrolled at the same institution. Students in the intervention group participated in an eight-week peer mentor-mentee program supported by fourth-year nursing students who served as mentors. The program included guidance on adaptation to university life, academic processes, time management, problem-solving, communication, and coping with stress. Students in the control group received the university's routine orientation and standard academic advising services.
Perceived stress was assessed before and immediately after the eight-week intervention using the Perceived Stress Scale. The primary outcome was the change in perceived stress from baseline to post-intervention. Participants in the intervention group also completed the Peer Mentorship Evaluation Scale after the program to evaluate their experience of the mentoring process.
Read the detailed description
This study used a controlled quasi-experimental pretest-posttest design to evaluate changes in perceived stress following a peer mentor-mentee program among first-year nursing students.
The study was conducted with first-year nursing students enrolled in the nursing department at Istanbul Kent University. Students belonged to two pre-existing class sections assigned through the university's administrative student allocation system. To reduce the risk of contamination between intervention and control participants, the two sections were used as the study groups. The sections were allocated by drawing lots, with one section assigned to the intervention group and the other to the control group. The study was completed with 120 students, including 60 students in the intervention group and 60 students in the control group.
The intervention group participated in an eight-week peer mentor-mentee program in addition to the university's routine orientation and standard academic advising services. Twelve fourth-year nursing students served as peer mentors. Mentors were selected based on voluntary participation, academic achievement, communication skills, supportive peer relationships, and faculty assessment. Each mentor was matched with five first-year nursing students.
Before the intervention, mentors and mentees received structured training on the mentoring process, university and department orientation, academic processes, ethical principles, confidentiality, time management, problem-solving, leadership, communication skills, and coping with stress. During the introductory session, mentors and mentees met face-to-face and were introduced to one another and to the mentoring process. Following the training and matching process, mentors conducted weekly video calls with their assigned mentees via WhatsApp throughout the eight-week program. Mentees could also use their WhatsApp groups to ask questions and seek support from their mentors when needed. When mentors required additional guidance, they could contact a faculty member for support.
The control group received the university's routine orientation program and standard academic advising services only. Students in the control group could meet with their academic advisors during advising hours and communicate with them by email when needed.
Data were collected online at two time points: before implementation of the peer mentor-mentee program and immediately after completion of the eight-week program. Perceived stress was measured using the Perceived Stress Scale. The primary outcome was the change in perceived stress from baseline to post-intervention. The Peer Mentorship Evaluation Scale was administered to intervention participants after the program to evaluate their experience of the mentoring process.
- Conditions
- Perceived Stress, Stress
- Being tested
- Peer Mentor-Mentee Program
- Keywords
- Peer Mentoring, Nursing Students, Peer Support, Nursing Education, University Adjustment
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Peer Mentor-Mentee ProgramBehavioural
The intervention consisted of a structured eight-week peer mentor-mentee program designed to support first-year nursing students during their adaptation to university life and nursing education. Twelve fourth-year nursing students served as peer mentors, with each mentor matched with five first-year nursing students. Following structured training and face-to-face mentor-mentee matching, mentors conducted weekly video calls with their assigned mentees via WhatsApp throughout the eight-week program. Mentees could also communicate with their mentors through WhatsApp groups to ask questions and seek support when needed. The mentoring process focused on academic guidance, adaptation to university life, time management, and coping with stress. When mentors encountered questions or situations requiring additional guidance, they contacted a faculty member for support.
| Study group | Role | What they receive |
|---|---|---|
| Peer Mentor-Mentee Program Group | Experimental | Participants in this arm received an eight-week peer mentor-mentee program in addition to the university's routine orientation and standard academic advising services. First-year nursing students were matched with fourth-year nursing student mentors at a ratio of 1 mentor to 5 mentees. Mentors and mentees received structured training on the mentoring process, university adaptation, academic processes, time management, problem-solving, leadership, communication skills, confidentiality, ethical principles, and coping with stress. During the introductory session, mentors and mentees met face-to-face and were introduced to one another and to the mentoring process. Throughout the eight-week program, mentors conducted weekly video calls with their assigned mentees via WhatsApp. Mentees could also use their WhatsApp groups to ask questions and seek support from their mentors when needed. Receives: Behavioral: Peer Mentor-Mentee Program |
| Control Group | No intervention | Participants in this arm received the university's routine orientation program and standard academic advising services only. Students could meet with their academic advisors during advising hours and communicate with them by e-mail when needed. No peer mentor-mentee program was provided to this group during the study period. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in Perceived Stress Scale Score
Perceived stress was assessed using the Perceived Stress Scale (PSS). The scale consists of 8 items rated on a 5-point Likert scale from 0 (never) to 4 (very often), with total scores ranging from 0 to 32. Higher total scores indicate higher perceived stress. The primary outcome was the change in total PSS score from baseline to immediately after completion of the eight-week peer mentor-mentee program.
Measured: Baseline and immediately after the 8-week intervention
Secondary outcomes (1)
Mentorship Evaluation Scale Score
The Peer Mentorship Evaluation Scale was administered to participants in the intervention group to evaluate their perceptions of the mentoring experience. The scale consists of 10 items rated on a 7-point Likert scale from 1 (strongly disagree) to 7 (strongly agree), with total scores ranging from 10 to 70. Higher scores indicate a more favorable evaluation of the mentoring experience.
Measured: Immediately after the 8-week intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted27 May 2026
- Study start3 Nov 2025
- Primary completion29 Dec 2025
- Study completion2 Jan 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Perceived StressStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Supportive care
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Model description
- This is a non-randomized controlled experimental study with a pretest-posttest design. First-year nursing students in one class section were assigned to the intervention group, and students in another class section were assigned to the control group to reduce contamination between groups. The intervention group participated in an eight-week peer mentor-mentee program, while the control group received routine orientation and standard academic advising services.
- Masking
- None (open label)
- Enrolment
- 120 participants (actual)
Sponsor and investigators
- Lead sponsor
- Istanbul Kent University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
- Investigators
- Seher Yurt, PhD, Study director, seher.yurt@kent.edu.tr
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07610096
- Sponsor's protocol ID
- IKU-NRS-ZA-1
- Status last verified
- Oct 2026
- First submitted
- 20 May 2026
- Last updated
- 26 Oct 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 26 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Changes in Perceived Stress Following a Peer Mentor-Mentee Program Among First-Year Nursing Students: A Controlled Quasi-Experimental Study
- ClinicalTrials.gov ID
- NCT07610096
- Acronym / sponsor ID
- IKU-NRS-ZA-1
- Conditions
- Perceived Stress, Stress
- Keywords
- Peer Mentoring, Nursing Students, Peer Support, Nursing Education, University Adjustment
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 120 participants (actual)
- Lead sponsor
- Istanbul Kent UniversityUniversity, hospital or other
- Study start
- 3 Nov 2025 (actual)
- Primary completion
- 29 Dec 2025 (actual)
- Study completion
- 2 Jan 2026 (actual)
- First posted
- 27 May 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study aimed to evaluate whether participation in a peer mentor-mentee program was associated with changes in perceived stress among first-year nursing students. Starting university and adapting to nursing education may be stressful for first-year students because of new academic, social, and environmental demands. Peer mentoring may support students' adaptation to university life by providing academic, social, and practical support.
This study used a controlled quasi-experimental pretest-posttest design involving first-year nursing students enrolled at the same institution. Students in the intervention group participated in an eight-week peer mentor-mentee program supported by fourth-year nursing students who served as mentors. The program included guidance on adaptation to university life, academic processes, time management, problem-solving, communication, and coping with stress. Students in the control group received the university's routine orientation and standard academic advising services.
Perceived stress was assessed before and immediately after the eight-week intervention using the Perceived Stress Scale. The primary outcome was the change in perceived stress from baseline to post-intervention. Participants in the intervention group also completed the Peer Mentorship Evaluation Scale after the program to evaluate their experience of the mentoring process.
Detailed description
This study used a controlled quasi-experimental pretest-posttest design to evaluate changes in perceived stress following a peer mentor-mentee program among first-year nursing students.
The study was conducted with first-year nursing students enrolled in the nursing department at Istanbul Kent University. Students belonged to two pre-existing class sections assigned through the university's administrative student allocation system. To reduce the risk of contamination between intervention and control participants, the two sections were used as the study groups. The sections were allocated by drawing lots, with one section assigned to the intervention group and the other to the control group. The study was completed with 120 students, including 60 students in the intervention group and 60 students in the control group.
The intervention group participated in an eight-week peer mentor-mentee program in addition to the university's routine orientation and standard academic advising services. Twelve fourth-year nursing students served as peer mentors. Mentors were selected based on voluntary participation, academic achievement, communication skills, supportive peer relationships, and faculty assessment. Each mentor was matched with five first-year nursing students.
Before the intervention, mentors and mentees received structured training on the mentoring process, university and department orientation, academic processes, ethical principles, confidentiality, time management, problem-solving, leadership, communication skills, and coping with stress. During the introductory session, mentors and mentees met face-to-face and were introduced to one another and to the mentoring process. Following the training and matching process, mentors conducted weekly video calls with their assigned mentees via WhatsApp throughout the eight-week program. Mentees could also use their WhatsApp groups to ask questions and seek support from their mentors when needed. When mentors required additional guidance, they could contact a faculty member for support.
The control group received the university's routine orientation program and standard academic advising services only. Students in the control group could meet with their academic advisors during advising hours and communicate with them by email when needed.
Data were collected online at two time points: before implementation of the peer mentor-mentee program and immediately after completion of the eight-week program. Perceived stress was measured using the Perceived Stress Scale. The primary outcome was the change in perceived stress from baseline to post-intervention. The Peer Mentorship Evaluation Scale was administered to intervention participants after the program to evaluate their experience of the mentoring process.
Study design
- Primary purpose
- Supportive care
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- This is a non-randomized controlled experimental study with a pretest-posttest design. First-year nursing students in one class section were assigned to the intervention group, and students in another class section were assigned to the control group to reduce contamination between groups. The intervention group participated in an eight-week peer mentor-mentee program, while the control group received routine orientation and standard academic advising services.
| Arm | Type | Receives |
|---|---|---|
| Peer Mentor-Mentee Program Group | Experimental | Behavioral: Peer Mentor-Mentee ProgramParticipants in this arm received an eight-week peer mentor-mentee program in addition to the university's routine orientation and standard academic advising services. First-year nursing students were matched with fourth-year nursing student mentors at a ratio of 1 mentor to 5 mentees. Mentors and mentees received structured training on the mentoring process, university adaptation, academic processes, time management, problem-solving, leadership, communication skills, confidentiality, ethical principles, and coping with stress. During the introductory session, mentors and mentees met face-to-face and were introduced to one another and to the mentoring process. Throughout the eight-week program, mentors conducted weekly video calls with their assigned mentees via WhatsApp. Mentees could also use their WhatsApp groups to ask questions and seek support from their mentors when needed. |
| Control Group | No intervention | –Participants in this arm received the university's routine orientation program and standard academic advising services only. Students could meet with their academic advisors during advising hours and communicate with them by e-mail when needed. No peer mentor-mentee program was provided to this group during the study period. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (6 listed)
- Being a first-year nursing student at Istanbul Kent University
- Being enrolled in the nursing department during the study period
- Being 18 years of age or older
- Volunteering to participate in the study
- Providing written informed consent
Key exclusion criteria (5 listed)
- Refusing to participate in the study
- Not providing informed consent
- Not completing the pretest or posttest data collection forms
- Being absent from the peer mentor-mentee program process in a way that prevents participation in the intervention
- Being a transfer student or previously having completed first-year nursing education
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Peer Mentor-Mentee ProgramThe intervention consisted of a structured eight-week peer mentor-mentee program designed to support first-year nursing students during their adaptation to university life and nursing education. Twelve fourth-year nursing students served as peer mentors, with each mentor matched with five first-year nursing students. Following structured training and face-to-face mentor-mentee matching, mentors conducted weekly video calls with their assigned mentees via WhatsApp throughout the eight-week program. Mentees could also communicate with their mentors through WhatsApp groups to ask questions and seek support when needed. The mentoring process focused on academic guidance, adaptation to university life, time management, and coping with stress. When mentors encountered questions or situations requiring additional guidance, they contacted a faculty member for support. | Behavioural | Peer Mentor-Mentee Program Group |
Primary outcome
Change in Perceived Stress Scale Score
Time frame: Baseline and immediately after the 8-week intervention
Perceived stress was assessed using the Perceived Stress Scale (PSS). The scale consists of 8 items rated on a 5-point Likert scale from 0 (never) to 4 (very often), with total scores ranging from 0 to 32. Higher total scores indicate higher perceived stress. The primary outcome was the change in total PSS score from baseline to immediately after completion of the eight-week peer mentor-mentee program.
1 secondary outcome
Mentorship Evaluation Scale Score
Time frame: Immediately after the 8-week intervention
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 26 Oct 2026.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Seher Yurt, PhD study director
seher.yurt@kent.edu.tr
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Peer Mentor-Mentee Program in people with Perceived Stress and Stress, run by Istanbul Kent University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 6 inclusion and 5 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 26 Oct 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change in Perceived Stress Scale Score (time frame: Baseline and immediately after the 8-week intervention). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 26 Oct 2026.