The SNAPSS pilot program was developed by Eastern Michigan University's Student Nurses Association in response to requests from students for peer mentoring support. It paired upper-level nursing student mentors with first-semester mentees. Evaluations found that mentees felt mentors provided a safety net, but the roles of mentors varied widely. Some students felt there were insufficient resources. To strengthen the program, more guidance is needed for mentors' roles and responsibilities. Feedback from surveys and focus groups identified developing topic sheets as a potential strategy to provide mentors with tangible support tools. Overall, the pilot demonstrated peer mentoring's benefits, and insights gained will help improve support for both mentors and mentees.

1. SNAPSS PILOT PROGRAM: LESSONS LEARNED 1
Student Nurse Association Peer Support Services (SNAPSS) Pilot Program: Lessons Learned
David Kolman1
,
Sherry Bumpus2
, Ph.D., MSN, RN, FNP-BC
Angela Lukomski2,
DNP, MSN, RN, PNP-BC
Eastern Michigan University
Author Note
David Kolman, School of Nursing, Eastern Michigan University; Sherry M. Bumpus,
Ph.D., MSN, RN, FNP-BC, Assistant Professor School of Nursing, Eastern Michigan University;
Angela Lukomski, DNP, MSN, RN, PNP-BC, Associate Professor School of Nursing, Eastern
Michigan University.
Acknowledgments: Student Nurse Association, Eastern Michigan University; SNAPSS
Committee; Michelle Gardiner
Correspondence concerning this article should be address to Sherry Bumpus, 311
Marshall Building, Eastern Michigan University, Ypsilanti MI 48197.
Running head: LESSONS LEARNED FROM A MENTORING PILOT PROGRAM

2. SNAPSS PILOT PROGRAM: LESSONS LEARNED 2
Abstract
Background: In response to student requests, the Eastern Michigan University’s (EMU) Student
Nurses Association (SNA) developed a peer-mentoring program. EMU has a rigorous nursing
curriculum and preliminary research found a decrease in student performance following first
semester courses. The purpose of this paper is to report the identified strengths and weaknesses
of the Student Nurse Association Peer Support Services (SNAPSS) pilot program and propose an
improvement plan.
Methods: The SNA developed the mission and goals for the SNAPSS program and defined
Mentor and Mentee roles. Academically successful (B grade or better) upper level nursing
students and first semester students were solicited to participate in the pilot program. Mentors
were expected to attend training, meet with their Mentee twice monthly, and provide guidance to
Mentees. Mentees were encouraged to join the SNA and were provided information about
university resources.
Results: A total of 13 Mentors provided peer-support to 20 Mentees. Most Mentors were level
three students (11), two were seniors. Survey data revealed that Mentees felt Mentors provided a
safety net and Mentors reported an overall sense of satisfaction. The role expectations of
Mentors, however, varied widely. Some students discounted the program citing insufficient
resources.
Discussion: Peer-mentoring programs are known to reduce anxiety, increase confidence, and
provide support. SNAPSS is a novel program developed and implemented by students for this
purpose. Evaluation of the program’s effectiveness is ongoing. However, insights gained from
this pilot will strengthen the program and increase benefits for both Mentors and Mentees in
academia and the workplace.
Keywords: nursing students, peer-mentoring, pilot, lessons

3. SNAPSS PILOT PROGRAM: LESSONS LEARNED 3
Student Nurse Association Peer Support Services (SNAPSS) Pilot Program: Lessons Learned
In response to student requests, Eastern Michigan University’s (EMU) Student Nurses
Association (SNA) developed a peer-mentoring program. EMU has a rigorous nursing
curriculum and preliminary research found a decrease in student performance following first year
courses (Gardiner 2013). Peer-mentoring programs are known to reduce anxiety, increase
confidence, and provide support (Sprengel & Job, 2004; Li, Wang, Lin, & Lee 2010; Dennison,
2010). The purpose of this paper is to report the identified strengths and weaknesses of the
Student Nurse Association Peer Support Services (SNAPSS) pilot program and propose future
directions.
Background
Eastern Michigan University is a large, Midwestern public college with an undergraduate
enrollment of 18,914 students, 78% of which live off-campus (US News & World Report, 2014).
It “is the fastest growing public university in Michigan for new freshmen over the last three
years” and the influx of 5,210 new students in the Fall of 2013 is the University’s “largest ever
overall class of first-year undergraduates” (Larcom, 2013). The entry level nursing program at
Eastern Michigan University has two types of students, those with a current, non-nursing
bachelor’s degree (second-degree students) and those without (traditional). Eighty traditional
and 32 second-degree students are enrolled in the nursing program each Fall semester. These
students come from a wide variety of cultural backgrounds with varying degrees of life
circumstances; age, marital status, children and work commitments among them.
EMU nursing students have always sought ways to begin their education on a good
foundation and enhance their ability to succeed in the program. An informal poll of students at
the end of their first term in December 2012, demonstrated a strong desire for peer-mentoring
(Gardiner, Blondy, & Bumpus 2013). Additionally, GPA trends of nursing students in their first
semester were compared with those in subsequent semesters and found to decrease as they
progressed through the program (Gardiner 2013). As one might infer, a compelling proportion
of students (78% of 92 polled) expressed anxiety and felt unprepared to navigate the
requirements of buying books, uniforms, and equipment and had varied other questions about the
structure of classes, places to dine and compulsory online resources like ACEMAPP, ATI
Testing, and Evolve ®.
Formation of the SNAPSS Program at EMU occurred in Winter of 2013 through the
initiative of a level III student and then Vice President of the SNA (Gardiner, Blondy, & Bumpus
2013). A committee of six students developed a mission statement with the support of two
faculty members. The program design paired academically successful (B grade or better in NUR
208, the Art & Science of Nursing) upper level nursing students with first semester students who
expressed a desire to participate in the pilot program. Mentors were expected to attend training,
meet with their Mentee twice monthly, and provide guidance to Mentees. Mentees were
encouraged to join the SNA and were provided information about university resources.
Following approval by the School of Nursing Faculty, the pilot program was launched in the Fall
of 2013 with initial Mentor training in September 2013 and ensuing Mentor-Mentee meet and
greet.
Methods
Following the protocol established by the SNAPSS student committee, 33 students
consented to participate in the SNAPSS program (13 Mentors, 20 Mentees). Program

4. SNAPSS PILOT PROGRAM: LESSONS LEARNED 4
effectiveness was measured by survey and focus groups. The SNAPSS evaluation tool was
developed by the current SNAPPS program director and validated by the SNAPSS committee
members and mentoring faculty. The questionnaire was distributed to both Mentors and Mentees.
Mentees were asked the first five questions and Mentors had one additional.
1) How often did you agree to meet with your Mentor and for how long?
a. What is your sense of how well the commitment is being kept?
2) What is working well between you and your Mentor?
3) What is missing between you and your Mentor?
4) What is working well with the SNAPSS Mentor Program?
5) What needs improvement with the SNAPSS Mentor Program?
Mentor additional question:
6) What other support can the SNAPSS committee provide?
This questionnaire was distributed electronically to Mentors and Mentees five weeks into
the 15-week Fall semester. Following the completion of surveys, two Mentor-only focus groups
were organized 10 weeks into the semester. Additional qualitative feedback was gathered
through informal one-on-one meetings between the program lead and participants.
Results
A total of 13 Mentors and 20 Mentees were enrolled in the program. Most Mentors were
level three students (n=11) two were seniors. Nineteen Mentees and 12 Mentors remained in the
program for the full semester. Overall feedback is presented here as either Program Evaluation
or Leadership Evaluation.
Program Evaluation
Despite regular verbal feedback on the program, the Mentee questionnaire response rate
was 36.8% (n=7). Mentors had a response rate of 50% (n=6). Survey data revealed that Mentees
felt Mentors provided a safety net and Mentors reported an overall sense of satisfaction. One
Mentee stated, “when I have a question, I can just text or call my Mentor about it,” another
replied, “She has helped me get a sense of what to expect my first year in nursing school and has
been very helpful alleviating my anxiety.” A Mentor noted, “We get along very well! It's like
talking to a friend” (Appendix A). However, the role expectations of Mentors varied widely.
One Mentor lamented, “I really want my Mentee to ask me about concerns regarding the nursing
program or the field but often times the conversation focus is shifted upon our daily lives.” This
Mentee’s response sums it up, “what exactly are Mentors supposed to do? ...maybe I have the
wrong idea about what to expect” (Appendix A). Some students discounted the program citing
insufficient resources. A Mentee explained, “I feel like I don't need to see my Mentor at all, and
found the support I was looking for through my clinical group.” When asked what else could be
done to improve the program, a Mentor replied, “A bit more guidance for the Mentors. After the
first few meetings things can become repetitive so having a guide for what is expected from the
Mentors would be very useful.” Another Mentor stated, “A big challenge in nursing school is
creating networks with other people and it would be very interesting to be able to provide that in
the future” (Appendix A).
Statements made in the surveys led to the organization of two focus group meetings with
Mentors to provide a concrete forum for additional input and problem solving. While initial
insights from these focus groups echoed the sentiments of the questionnaires, further probing led
to discussions of strategies for improvement. For example, the idea of topic “Tip Sheets”

5. SNAPSS PILOT PROGRAM: LESSONS LEARNED 5
surfaced during these meetings as a means to provide tangible tools for Mentors. Tip sheets
would include knowledge passed down from Mentors who successfully navigated each level of
the nursing program and can serve as a launching point for discussion when Mentors meet with
their Mentees. Another idea that came from these meetings is the need for some sort of SNA
sponsored “network gathering” where Mentors and Mentees can congregate to strengthen their
relationships, express ideas, concerns, and helpful tips collectively. Further, such gatherings
may also provide a stress buster during the semester. A final suggestion was to develop pair
matching schemes that might better match diverse, cultural and life circumstance needs.
Leadership Evaluation
A key component for the success of the SNAPSS mentoring program is leadership
succession planning. Two critical elements are necessary for the success of this program, a
leader who commands the respect and support of students, the SNA board, and the nursing
faculty, and a dedicated committee with a shared vision for the longevity of the SNAPSS
program. Because SNAPSS is a peer-developed and peer-driven program it takes more than one
student to develop, innovate, and implement a shared vision for the future of the program.
Though this was a belief held by all participants, no recommendations were made at this first
focus group.
Discussion
The SNAPSS pilot program was developed and implemented with the intent to relieve
the inherent stress of nursing school by providing guidance and psychosocial support (Gardiner,
Blondy, & Bumpus 2013). The accounts of many of the participants indicate that this outcome
was achieved in spite of the pilot’s deficiency. One of the weaknesses of the program was
apparent early on. Outside of the Mentor’s own experience, there were virtually no support
materials that they could reference to enhance their mentoring. The original SNAPSS pilot
design outlined a series of workshops throughout the semester on topics timed with course
content as tools to augment the Mentor’s role. The obstacles to accomplishing this task were few
but decisive. The most encumbering is the fact that EMU is a largely a commuter campus. As
such, students were often resistant to traveling to campus on days they did not have class.
A second significant issue was the poor transition of SNAPSS leadership within the SNA
from the founder to the successor. Student Nurses Association elections were held more than
two weeks after Mentor training and the meet and greet. This delayed planning for further
program implementation during the semester. In addition, the SNAPSS chairperson is also the
SNA Vice President. This role is laden with other responsibilities. The elected representative
had no background in the program’s development and so a new chair position had to be created
and dedicated to SNAPSS, which translated into an unrecoverable delay in implementing course-
timed workshops. Though never attempted, workshops were predicted to have poor turnout
because of the apathy toward the mentoring relationship already demonstrated by several
participants and the aforementioned delay in their implementation. Still, Mentors needed
something else to enhance the relationship with their Mentees. Topical “Tip Sheets” are the tool
that will replace workshops and provide similar information using fewer resources.
The only extra event that came to fruition during the first semester was the end of the
semester party after final exams. Fortunately, this served as a springboard to re-ignite interest in
the program for the next generation of peer Mentors. Moving forward, a single fun, networking
event will be held each semester as a means of coalition building. The timing of the event will

6. SNAPSS PILOT PROGRAM: LESSONS LEARNED 6
be early in the semester, just after first exams. A fun event is simpler to accomplish and can still
include learning activities envisioned in the original design such as trivia nights and mock
clinical settings (Gardiner, Blondy, & Bumpus 2013).
Finally, matching Mentees to Mentors using a broader demographic profile will provide
an additional strength to the program. In addition to geographic location and previous professor
matching, consideration will be given to life circumstances (marital status, children, work hours),
proficiency with the different forms of modern communication, and commuter status versus on-
campus living. Making such change will hopefully appeal to our second career students who
have often have more varied obligations outside of class than traditional students.
Conclusion
SNAPSS is a novel program developed and implemented by students for the purpose of
reducing anxiety, increasing confidence, and providing support to nursing students at EMU.
Evaluation of the program’s effectiveness is ongoing. However, insights gained from this pilot
will strengthen the program and increase benefits for both Mentors and Mentees in academia and
the workplace. Lessons learned and subsequent changes ensure that mentoring remains a vital
part of the EMU experience that prepares students for professional practice.

7. SNAPSS PILOT PROGRAM: LESSONS LEARNED 7
References
Dennison, S. (2010). Peer mentoring: Untapped potential. Journal of Nursing Education, 49(6),
340-342. doi: or URL
Gardiner, M. L. (2013). Creating the student nurses association peer support services
(SNAPSS) program. Poster presented at the Eastern Michigan University Undergraduate
Symposium, Ypsilanti, MI.
Gardiner, M., Blondy, L., & Bumpus, S. (2013). Student Nurses Association Peer Support
Services (SNAPSS) In N. Dominguez (Chair), Impact and effectiveness of developmental
relationships. Symposium conducted at the meeting of the University of New Mexico
Mentoring Institute, Albuquerque, NM.
Larcom, G. (2013, September 17). EMU leads Michigan in freshman enrollment growth over last
three years. Ypsilanti, MI: Eastern Michigan University. Retrieved from
http://www.emich.edu/univcomm/releases/release.php?id=1379423886
Li, H., Wang, L. S., Lin, Y., & Lee, I. (2010). The effect of a peer-mentoring strategy on student
nurse stress reduction in clinical practice. International Nursing Review, 58, 203-210.
DoI or URL
Sprengel, A. D., & Job, L. (2004). Reducing student anxiety by using clinical peer mentoring
with beginning nursing students. Nurse Educator, 29(6), 246-250. DoI or URL
U.S. News & World Report (2014). In Education, Colleges: Eastern Michigan University.
Retrieved from http://colleges.usnews.rankingsandreviews.com/best-colleges/eastern-
michigan-university-2259

8. SNAPSS PILOT PROGRAM: LESSONS LEARNED 8
Appendix A
Mentee Feedback – Survey sent 10/16/13
1) How often did you agree to meet with your Mentor and for how long? What is your sense of how
well the commitment is being kept?
 about an hour every 3rd week or so. Commitment is perfect
 Once a month for an hour or less. I feel like I don't need to see my Mentor at all, and found the
support I was looking for through my clinical group.
 My Mentor and I are meeting once a month for as long as necessary. We have been keeping this
commitment.
 I agreed to meet with my Mentor once a month and for about an hour. My Mentor is keeping to
this schedule and is committed to this program.
 We agreed to meet about once every 2-3 weeks or more if necessary. The commitment is kept
well. Usually within 2 weeks time my Mentor and I agree that it's time to meet and give an
update about how the first semester is going.
 My Mentor and I agreed to meet once a week for at least 30 minutes. This commitment is being
upheld our best given our schedules.
 I like this program however I haven’t been able to meet with my Mentor because she's very
busy and our schedules don’t match.
2) What is working well between you and your Mentor?
 very friendly and open
 Emailing works well between us and having phone numbers in case we need to contact each
other.
 We meet up in between classes and talk as long as we need to.
 We also communicate via e-mail during the month, which I really like. Stephanie is very
responsive to my questions. She has helped me get a sense of what to expect my first year in
nursing school and has been very helpful alleviating my anxiety.
 Communication and great advice. My Mentor is efficient in responding to emails and text
messages and also gives advice or feedback on how to best approach a challenge.
 What works well is when I have a question and I can just text or call my Mentor about it.
3) What is missing between you and your Mentor?
 nothing, its great
 Nothing
 NA
 Nothing seems to be missing between my Mentor and I.
 I wouldn't say that anything is really missing between my Mentor and I.
 I actually haven’t seen any benefits yet..I asked her about how to study for a class and she didn't
give me any new info that I didn't know already. I emailed her few days ago in response to a call
I missed from her because I was in class and she hasn't emailed me back. I would like to keep
this info anonymous. I don't want to be in this program for this semester anymore, what do I
have to do to cancel? I know it's not my Mentor's fault since our schedules don't match. I have a
question though, what exactly are Mentors supposed to do? Just trying to figure out what to
expect...maybe I have the wrong idea about what to expect.

9. SNAPSS PILOT PROGRAM: LESSONS LEARNED 9
4) What is working well with the SNAPSS Mentor Program?
 nice to have someone to talk about preparation
 I think the meet and greet at the beginning of the year was a good idea.
 I like having the extra guidance if I'm feeling lost or confused.
 Clear communication between Mentor and Mentee.
 The pairing of my Mentor and I works well, we have a lot in common.
5) What needs improvement with the SNAPSS Mentor Program?
 I don’t see anything wrong, maybe a sheet of recommended advice to talk about can be made
 Possible way to drop out or having temporary contracts for the first month of school or
something such as flexibility.
 NA
 The only suggestion that I may have is to somehow match up Mentor and Mentee based on
some common backgrounds and ages. For example, I have 3 children and trying to manage
school full time and manage a family. My Mentor is young, has no kids and lives at home. Just a
thought!
 Everything so far is working great.
 I dislike that my Mentor has two Mentees, I feel that it takes away time that I could be talking to
her. With it being first come first served, I don't feel Mentors should be shared. It's not fair to
the Mentee. I'm just noting that in regards to the application, it stated that it was first come,
first served, when in fact it was not. It is misleading to Mentees to say that you need to get your
application in early in order to get a Mentor, only to find out that there was potentially no
benefit to getting it in early.
Mentor Feedback – Survey sent 10/16/13
1) How often did you agree to meet with your Mentee and for how long? What is your sense of how well
the commitment is being kept?
 My Mentees (I have 2) were going to meet once a month. They are so busy that we only
communicate through text and email. We have kept our commitments but just not in person.
 I have two Mentees and both agree to meet 1 hour once a month, but individually. So far the
commitment has been kept.
 Me and my Mentee meet for an hour every other week. Sometimes she doesn't feel she needs
to talk about anything and she will cancel our meetings.
 The agreement between my Mentee's and I were to meet at a as needed basis however, with a
once a month minimum. I feel with one of my Mentees this commitment is being kept well,
however with the other I have lost contact despite attempts to regain it.
 - We agreed to meet roughly every two weeks and for as long as we feel like talking. Both of us
have very busy schedules, so it has been difficult keeping the commitment. I sometimes feel as if
I am bothering my Mentee if I am trying to get a hold of them to see if they want to meet up and
talk..
2) What is working well between you and your Mentee?
 They feel free to ask questions, concerns, and frustrations. So, I would say our communication.
 Communication with my Mentees has been good for class advice.
 We find that communicating during texting/phone conversation works well. Sometimes she has
a quick question that I can answer without us meeting.

10. SNAPSS PILOT PROGRAM: LESSONS LEARNED 10
 With one of my Mentees it is working very well. I connected very well with her and she feels
comfortable coming to me for advice.
 - We get along very well! It's like talking to a friend.
3) What is missing between you and your Mentee?
 The intimacy of meeting in person.
 A connection between my Mentee is missing because we have nothing in common so it is
difficult to answer some of their question.
 She is doing very well and often doesn't need me.
 With my other Mentee I feel like there was a connection missing. She did not attempt to seek
my mentorship until I reached out to her.
 - I really want my Mentee to ask me about concerns regarding the nursing program or the field,
but often times, the conversation focus is shifted upon our daily lives.
4) What is working well with the SNAPSS Mentor Program?
 It is a great concept that placed a Mentee with a Mentor.
 The program has a great concept.
 The idea is great, love that it is one on one
 I feel like it is working well that we can meet our own times since nursing school can get so busy.
 -It gives the lower level students a chance to connect with upperclassmen..
5) What needs improvement with the SNAPSS Mentor Program?
 Nothing that I can think of.
 I think you should get some basic information between the Mentors and Mentees and match
them up with people as similar as you can. For example, my Mentee has three children and I
don’t have any so I cannot relate as well as I could.
 I think that I was more beneficial to my student before school started. We talked multiple times
a week about things she needed to buy/ get ready for the nursing program. That is when I felt I
needed the most support as a new nursing student also.
 I bit more guidance for the Mentors. After the first few meetings things can become repetitive
so having a guide for what is expected from the Mentors would be very useful.
 - I wish we could somehow really encourage students to discuss with us how classes are, what
are their concerns etc. Often times, my student will just say, "it's busy, but it's good." It can be
hard to keep the conversation going.
6) What other support can the SNAPSS committee provide?
 I wish I had a Mentor :)
 I don't think that we should put too many regulations on SNAPSS. I think that every Mentor-
Mentee relationship is different and should be treated in that way. Sometimes I feel that my
personal opinion gets in the way of my advising. When I have been through what they are going
through so recently, it is hard to keep an open mind and not tell them exactly how I feel about a
class/professor, even though I know everyone will have their own experience.
 Other support that SNAPSS can provide would be a type of networking support. A big challenge
in nursing school is creating networks with other people and it would be very interesting to be
able to provide that in the future.
 - Just be awesome!