Exploring Perceptions of Peer Mentoring, Stress, and Confidence of Associate Degree in Nursing Student Mentors During Clinical Learning ExperiencesDue to a critical nursing shortage, the nursing profession needs many new graduate nurses prepared for practice. Many preparation strategies exist, yet there is a gap in nursing research regarding peer mentoring in clinical learning environments or on the use of mentors as a strategy to reduce clinical stress and nurture clinical confidence in new graduates. Guided by three research questions, the purpose of this phenomenological qualitative research study was to explore the perceptions of peer mentoring, stress, and clinical confidence of associate degree in nursing student mentors during clinical learning experiences. The learn, practice, master by mentoring model framework, adapted from Benner's novice to expert cognitive learning theory, supported this study. Data were collected through individual, semi-structured, virtual interviews with nine mentors from the last course of an associate degree nursing program. The data were analyzed using thematic analysis. Ten identified themes included a positive experience, reflective learning, mentoring challenges, potential clinical mistakes, peer support, faculty impact, transitional experiences, the impact of clinical confidence, the impact of stress on confidence, and professional growth. Offering peer mentoring in clinical learning experiences may provide new graduates with tools for a successful transition into the nursing workforce. Limitations of the study include a small sample size; however, the positive results warrant further exploration of the implementation of peer mentoring in nursing programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]