Abstract

Peer-mentoring is known to have value for both mentors and mentees and on professional degree programmes. For mentors this can build confidence and support students to develop skills which align with the standards and expectations of social workers. For mentees benefits include increasing engagement, reducing worries and developing resilience. Although previous research has suggested that peer-mentoring is widely adopted in social work education programmes, there remains limited research on this topic for qualifying social work programmes in the UK. Recent research on this topic from members of our team, which was undertaken in another university, indicated the effectiveness of peer-mentoring in building a community of practice, supporting transitions, complementing the role of academic staff and in facilitating academic and professional development for both mentors and mentees. Indeed, those who had been mentors were keen to develop these skills further such as becoming practice educators supporting ongoing CPD. However, this research also noted problems encountered in establishing a peer-mentoring scheme.

Building on some of the authors’ previous experience in co-producing a peer-mentoring scheme, this short oral presentation will outline how staff, students and former peer-mentors, who are now qualified social workers, have worked together to establish a mentoring scheme on an undergraduate programme. The presentation will outline the motivations for having a peer-mentoring scheme on the programme. It will also provide reflections on how we have used knowledge and experience from the previous scheme to avoid some of the challenges which can emerge with setting up peer-mentoring schemes. Student mentors will share their experiences of being involved in the scheme and former mentors will also reflect on how being involved in peer-mentoring has influenced their newly qualified practice. Implications for practice for educators, students, new social workers and employers will be discussed.