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Denvir P, Briceland LL. Exploring the Impact of an Innovative Peer Role-Play Simulation to Cultivate Student Pharmacists' Motivational Interviewing Skills. PHARMACY 2023; 11:122. [PMID: 37624077 PMCID: PMC10458726 DOI: 10.3390/pharmacy11040122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Revised: 07/18/2023] [Accepted: 07/27/2023] [Indexed: 08/26/2023] Open
Abstract
Effective patient-centered communication is a foundational skill for student pharmacists, with recent decades broadening the scope of professional responsibilities to include an increased emphasis on empathic communication and motivational interviewing (MI) as tools to support patients' therapeutic adherence. Role-play is a potentially effective pedagogical approach to cultivate these skills, although previous research has identified common shortcomings that can hinder its educational value, particularly in peer role-play with relatively inexperienced learners. The purpose of this study is to describe and provide initial assessment data for an innovative approach to peer role-play that incorporates pedagogical principles to address these common shortcomings. Using a mixed-methods study design that includes instructor-graded rubrics and inductive thematic analysis of student reflections, our findings indicate that students successfully demonstrated a range of important competencies through this experience and perceived it to be both challenging and highly beneficial for their personal and professional development. Among the MI principles and techniques practiced, students performed especially well on expressing empathy and frequently reflected on its importance for future patient care and clinical collaborations. Our findings also suggest that peer engagement through team activities and partnered role-play provides a felicitous context to explore empathic communication together.
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Affiliation(s)
- Paul Denvir
- Department of Population Health Sciences, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA;
| | - Laurie L. Briceland
- Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA
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Cho HJ, Hannigan E, Davis JE, Levesque-Bristol C. Course Transformation to Enhance Student Learning in Undergraduate Nursing Course: From a Self-Determination Theory Perspective. Nurs Educ Perspect 2023; 44:147-153. [PMID: 37093695 DOI: 10.1097/01.nep.0000000000001096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/25/2023]
Abstract
AIM The purpose of the study was to investigate whether course transformation teaching strategies using repetitive quizzing and peer-tutor supplemental instruction help enhance students' learning experiences and learning outcomes based on self-determination theory. BACKGROUND Undergraduate baccalaureate pharmacology and pathophysiology courses were redesigned as part of a campus-wide course transformation program to promote students' perceptions of learning and academic achievement. METHOD Students in the nursing pathopharmacology course participated in the two-time online perception survey (pretest and posttest) and knowledge-based exams. RESULTS Results revealed that the course transformation implemented to support students' basic psychological needs was significantly associated with both learning outcomes and students' feelings of competence while also decreasing attrition rates. CONCLUSION Considering the depth and breadth of pathopharmacology content, the teaching intervention using repetitive quizzing and peer-tutor supplemental instruction may contribute to improving students' understanding of the course content while promoting their competence.
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Affiliation(s)
- Hyun Jin Cho
- About the Authors: Hyun Jin Cho, PhD, is a postdoctoral research associate, Purdue University Center for Instructional Excellence, West Lafayette, Indiana. Elaine Hannigan, MSN, RN, CNE, was a clinical assistant professor, Purdue University School of Nursing, West Lafayette, Indiana. Jan E. Davis, MSN, CNM, RN, was a clinical assistant professor, Purdue University School of Nursing. Chantal Levesque-Bristol, PhD, is a professor and executive director, Purdue University Center for Instructional Excellence. The contents of this research were developed under Grant #P116F140459 from the US Department of Education (First in the World grant project). For more information, contact Dr. Cho at
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Hammar S, Carlson E, Persson K. Nurse anesthetist students' experiences of peer learning in clinical education - A qualitative study. J Prof Nurs 2023; 44:62-68. [PMID: 36746601 DOI: 10.1016/j.profnurs.2022.12.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 12/15/2022] [Accepted: 12/15/2022] [Indexed: 12/29/2022]
Abstract
BACKGROUND As part of an interprofessional operating team, nurse anesthetists need to be skilled in collaboration, problem solving, attentiveness, independent decision-making and knowledge of anesthesiology nursing. Factors that are vital for nurse anesthetist students' future profession. The educational model peer learning, characterized by collaboration and learning through social interaction between individuals, may support nurse anesthetist students' development in such skills. AIM The aim of the study was to explore nurse anesthetist students' perceptions of their experiences of peer learning as an educational model during their clinical education in a Swedish context. METHODS The approach was a qualitative descriptive design. Seven nurse anesthetist students from four different universities were interviewed individually using a semi-structured interview guide. The data were analyzed with content analysis. RESULTS Three generic categories revealed a description of the phenomenon: Increased independence, Holistic view and Expansive learning process. A main category brought together the content of the generic categories and shows the overall finding of the study: Peer learning promotes nurse anesthetist students' personal and professional development. CONCLUSION Peer learning as an educational model during nurse anesthetist students' clinical education might facilitate preparation for their coming profession.
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Affiliation(s)
- Sofia Hammar
- Department of Intensive and Perioperative Care, Skåne University Hospital in Malmö, Sweden; Department of Care Science, Malmö University, Sweden.
| | | | - Karin Persson
- Department of Care Science, Malmö University, Sweden
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Touissi Y, Hjiej G, Hajjioui A, Ibrahimi A, Fourtassi M. Does developing multiple-choice Questions Improve Medical Students' Learning? A Systematic Review. MEDICAL EDUCATION ONLINE 2022; 27:2005505. [PMID: 34969352 PMCID: PMC8725700 DOI: 10.1080/10872981.2021.2005505] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Revised: 11/04/2021] [Accepted: 11/09/2021] [Indexed: 06/14/2023]
Abstract
Practicing Multiple-choice questions is a popular learning method among medical students. While MCQs are commonly used in exams, creating them might provide another opportunity for students to boost their learning. Yet, the effectiveness of student-generated multiple-choice questions in medical education has been questioned. This study aims to verify the effects of student-generated MCQs on medical learning either in terms of students' perceptions or their performance and behavior, as well as define the circumstances that would make this activity more useful to the students. Articles were identified by searching four databases MEDLINE, SCOPUS, Web of Science, and ERIC, as well as scanning references. The titles and abstracts were selected based on a pre-established eligibility criterion, and the methodological quality of articles included was assessed using the MERSQI scoring system. Eight hundred and eighty-four papers were identified. Eleven papers were retained after abstract and title screening, and 6 articles were recovered from cross-referencing, making it 17 articles in the end. The mean MERSQI score was 10.42. Most studies showed a positive impact of developing MCQs on medical students' learning in terms of both perception and performance. Few articles in the literature examined the influence of student-generated MCQs on medical students learning. Amid some concerns about time and needed effort, writing multiple-choice questions as a learning method appears to be a useful process for improving medical students' learning.
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Affiliation(s)
- Youness Touissi
- Faculty of Medicine and Pharmacy of Rabat, Mohammed V University, Souissi, Rabat, Morocco
| | - Ghita Hjiej
- Faculty of Medicine and Pharmacy of Oujda, Mohammed Premier University, Oujda, Morocco
| | - Abderrazak Hajjioui
- Laboratory of Neurosciences, Faculty of Medicine and Pharmacy of Fes, Sidi Mohammed Ben Abdallah University, Fez, Morocco
| | - Azeddine Ibrahimi
- Faculty of Medicine and Pharmacy of Rabat, Mohammed V University, Souissi, Rabat, Morocco
- Laboratory of Biotechnology, Mohammed V University, Souissi, Rabat, Morocco
| | - Maryam Fourtassi
- Faculty of Medicine of Tangier, Abdelmalek Essaadi University, Tetouan, Morocco
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supervision skills in pre-registration nursing through peer teaching: An evaluative survey. Heliyon 2022; 8:e11398. [DOI: 10.1016/j.heliyon.2022.e11398] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Revised: 05/24/2022] [Accepted: 10/28/2022] [Indexed: 11/06/2022] Open
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Blended-eLearning Impact on Health Worker Stigma Toward Alcohol, Tobacco, and Other Psychoactive Substance Users. Int J Ment Health Addict 2022. [DOI: 10.1007/s11469-022-00914-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/15/2023] Open
Abstract
Abstract
This study evaluated factors affecting the completion of blended-eLearning courses for health workers and their effect on stigma. The two courses covered the screening and management of harmful alcohol, tobacco, and other substance consumption in a lower-middle-income country setting. The courses included reading, self-reflection exercises, and skills practice on communication and stigma. The Anti-Stigma Intervention-Stigma Evaluation Survey was modified to measure stigma related to alcohol, tobacco, or other substances. Changes in stigma score pre- and post-training period were assessed using paired t-tests. Of the 123 health workers who registered, 99 completed the pre- and post-training surveys, including 56 who completed the course and 43 who did not. Stigma levels decreased significantly after the training period, especially for those who completed the courses. These findings indicate that blended-eLearning courses can contribute to stigma reduction and are an effective way to deliver continuing education, including in a lower-middle-income country setting.
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Foulkes D, Naylor S. Exploring peer tutoring from the peer tutor's perspective. Radiography (Lond) 2022; 28:793-797. [PMID: 35248442 DOI: 10.1016/j.radi.2022.02.007] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2021] [Revised: 01/28/2022] [Accepted: 02/14/2022] [Indexed: 11/15/2022]
Abstract
INTRODUCTION Changing working practices, student numbers, workforce demands, and deficits, have created a need to consider new ways of radiography student training. One suggestion could be to implement Peer Assisted Learning (PAL) during clinical placements. PAL utilises social constructivist theories, where peer tutors teach lower or same level tutees, reinforcing and practicing material formally taught. The aim of this study was to trial an intervention of PAL, co-designed between the university and students and evaluated to identify opportunities and challenges. METHODS Using participatory action research 8 final year student volunteers trialled a 3-week intervention, where they delivered PAL to first years, tutoring on first year radiographic clinical practice. Focus groups were held pre and post intervention to gather qualitative data. RESULTS Focus group discussions were transcribed and collectively thematically analysed. Two students and the primary researcher took part in the analysis. CONCLUSION Students identified benefits and challenges to PAL. Issue around preparing for and being a peer tutor are also discussed. Further study involving experiences of first year students and clinical colleagues is required. IMPLICATIONS FOR PRACTICE Peer-tutoring has potential benefits to students to facilitate the development of skills related to image analysis and critique as well as radiographic anatomy and patient positioning.
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Affiliation(s)
- D Foulkes
- F507 Robert Winston Building, Sheffield Hallam University, Collegiate Campus, Broomgrove Road, Sheffield, S10 2BP, UK.
| | - S Naylor
- University of Derby Kedleston Rd, Derby, DE22 1GB, UK.
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Jacobsen TI, Sandsleth MG, Gonzalez MT. Student nurses’ experiences participating in a peer mentoring program in clinical placement studies: A metasynthesis. Nurse Educ Pract 2022; 61:103328. [DOI: 10.1016/j.nepr.2022.103328] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Revised: 02/16/2022] [Accepted: 03/08/2022] [Indexed: 11/28/2022]
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Clarke D, Williamson G, Stebbings A. A Systematic Review and Narrative Synthesis of the Effectiveness of Peer- versus Faculty-led Simulation for Clinical Skills Acquisition in Undergraduate Student Nurses. MSc Project Findings. Open Nurs J 2021. [DOI: 10.2174/1874434602115010273] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Background:
Clinical skills learning is an integral part of undergraduate nursing programmes in United Kingdom nurse education. Faculty staff teach some elements of clinical skills, and some are taught by clinicians in practice. International evidence indicates that some students feel overly anxious when taught by faculty members but less so with their peers, meaning that peer-led clinical skills teaching and learning might reduce anxiety and facilitate the acquisition and retention of skills education.
Objective:
The objective of this systematic review was to explore the research relating to undergraduate student nurses’ acquisition of skills within the simulation setting, particularly the associations between peer-led and lecturer-led learning.
Methods:
A systematic review of the literature was used to find all available evidence. A search of nine healthcare databases using Boolean and MeSH search terms including ‘Peer-to-peer’, ‘Clinical Skill*’, ‘Simulat*’, and ‘Student Nurs*’ was undertaken. Due to the heterogeneity of the research found, statistical meta-analysis was not possible, and so a narrative synthesis based on thematic analysis was conducted, which involved three-person research team critically appraising nine articles for inclusion in the review.
Results:
Articles were located from worldwide sources.
Three main themes in the findings were: psychological factors, motor skills, and educational issues. The use of peers can help to increase students’ motor skills, improved the psychological impact of skills and learning, and offered students a chance to be active participants in their education.
Conclusion:
Having explored the literature, we conclude that peer-to-peer teaching and learning could have a place in undergraduate nursing education; however, it is not clear if student nurses’ skills acquisition is more effective if mediated by peer- or lecturer-led teaching. Further research is required in this area to quantify and compare outcomes.
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Ramezani G, Norouzi A, Moradi E, Pourbairamian G, Aalaa M, Alizadeh S, Sohrabi Z. Comparing peer education with TBL workshop in (EBM) teaching. Med J Islam Repub Iran 2020; 34:70. [PMID: 32974236 PMCID: PMC7500417 DOI: 10.34171/mjiri.34.70] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2019] [Indexed: 11/05/2022] Open
Abstract
Background: Evidence-based medicine is one of the most important topics in medical sciences that requires a proper teaching method. Very few studies have evaluated EBM education outcomes through peers and TBL workshops. The purpose of this study was to compare the effect of evidence-based medicine (EBM) education through peers with TBL workshop method in medical students. Methods: This quasi-experimental study was conducted on 42 medical students of the Faculty of Medicine in Iran University of Medical Sciences (IUMS) in 2019 who were selected through convenience sampling. Students were divided into 2 experimental and control groups based on the randomized blocking method. The data collection tools were 2 questioners that evaluated EBM knowledge and satisfaction in both intervention and control groups. The knowledge of students was compared using pretest and posttest and their satisfaction was evaluated at the end of the TBL workshop and peer education. Data were analyzed by SPSS software and descriptive tests (t test and ANOVA), and significance level was set at 0.95. Results: A significant difference was found between the level of basic knowledge (pretest) and secondary knowledge (posttest) in the EBM education through TBL workshop method compared to peer method. The average scores gained by students in TBL workshop were 3.8 more than the peer teaching method. The results of the Satisfaction Questionnaire were 74% in control group and 86% in the experimental group. Conclusion: EBM education through TBL workshop both increased students' knowledge and satisfaction compared to peer education. Thus, it can be concluded that providing EBM education by expert and qualified teachers through face to face teaching strategy can be effective in knowledge translation. However, peers can participate in educational sessions as facilitators.
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Affiliation(s)
- Ghobad Ramezani
- Center of Educational Research in Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Science, Tehran, Iran
| | - Azam Norouzi
- Center of Educational Research in Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Science, Tehran, Iran
| | - Eshagh Moradi
- Center of Educational Research in Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Science, Tehran, Iran
| | - Ghadir Pourbairamian
- Center of Educational Research in Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Science, Tehran, Iran
| | - Maryam Aalaa
- Center of Educational Research in Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Science, Tehran, Iran
| | - Somayeh Alizadeh
- Center of Educational Research in Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Science, Tehran, Iran
| | - Zohreh Sohrabi
- Center of Educational Research in Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Science, Tehran, Iran
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Ünsal-Atan Ş, Güleç-Şatır D, Öztürk R, Kavlak O, Saruhan A, Güneri S, Sevil Ü. [The Effect of Using High Fidelity Birthing Simulator on Satisfaction and Performance of Nursing Students in Developing Obstetric Skills]. Florence Nightingale Hemsire Derg 2019; 27:1-16. [PMID: 34267958 PMCID: PMC8127588 DOI: 10.26650/fnjn341399] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2017] [Accepted: 12/18/2018] [Indexed: 12/05/2022] Open
Abstract
Amaç Araştırma, obstetrik tanılama uygulamaları kapsamında gerçekliğe yakınlığı yüksek doğum simülatörü ile yapılan eğitimin, öğrencilerin obstetrik beceri uygulamalarına ve memnuniyet düzeylerine etkisinin incelemesi amacıyla yapıldı. Yöntem Yarı deneysel tipte gerçekleştirilen araştırmanın örneklemini 90 öğrenci oluşturdu. Araştırmada girişim grubundaki öğrenciler gerçekliğe yakınlığı yüksek doğum simülatörü ile (n=47), kontrol grubundaki öğrenciler ise yüksek teknoloji içermeyen basit düzey maketler (n=43) kullanılarak, gebe ve lohusanın fizik muayenesini gerçekleştirmek üzere obstetrik beceri eğitimine alındı. Araştırma verilerinin toplanmasında; Obstetrik Tanılama Klinik Beceri Rehberi, Eğitim Yöntemlerinden Memnuniyet Anketi ve Mesleksel Beceri Laboratuvarı Geribildirim Formu kullanıldı. Araştırmadan elde edilen sosyo-demografik veriler Statistical Package for Social Science for Windows Version 15.0 paket programı kullanılarak sayı ve yüzde dağılımları ile değerlendirildi. Gruplar arası karşılaştırmalarda Independent Sample T Testi, Mann-Withney U Testi ve Ki-Kare Testi kullanıldı. Bulgular Girişim grubundaki öğrencilerin kontrol grubuna göre obstetrik beceri puan ortalamaları anlamlı oranda daha yüksek bulundu. Gruplar arasında eğitim yönteminden memnun olma durumları açısından anlamlı farklılık saptanmadı. Girişim grubundaki öğrenciler ‘laboratuvar fizik ortamının uygunluğu, malzemelerin yeterliliği ve laboratuvar uygulamalarının teorik/kuramsal bilgi ile uyumu’ maddelerine daha olumlu yanıt verdi. Girişim grubundaki öğrencilerin %81’i, kontrol grubundaki öğrencilerin %58’i laboratuvar uygulamasını yeterli buldu. Sonuç Gerçekliğe yakınlığı yüksek doğum simülatörü kullanımında öğrencilerin laboratuvar becerileri daha yeterli ve laboratuvar çalışmalarına yönelik geribildirimleri daha olumludur. Üniversitelerde hemşirelik öğrencilerinin klinik uygulamalar öncesi mesleksel beceri laboratuvar çalışmalarında, simülatörlerin yaygın şekilde kullanımı önerilebilir.
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Affiliation(s)
- Şenay Ünsal-Atan
- Ege Üniversitesi Hemşirelik Fakültesi, Kadın Sağlığı ve Hastalıkları Hemşireliği Anabilim Dalı, İzmir, Türkiye
| | - Duygu Güleç-Şatır
- Ege Üniversitesi Hemşirelik Fakültesi, Kadın Sağlığı ve Hastalıkları Hemşireliği Anabilim Dalı, İzmir, Türkiye
| | - Ruşen Öztürk
- Ege Üniversitesi Hemşirelik Fakültesi, Kadın Sağlığı ve Hastalıkları Hemşireliği Anabilim Dalı, İzmir, Türkiye
| | - Oya Kavlak
- Ege Üniversitesi Hemşirelik Fakültesi, Kadın Sağlığı ve Hastalıkları Hemşireliği Anabilim Dalı, İzmir, Türkiye
| | - Aynur Saruhan
- Ege Üniversitesi Hemşirelik Fakültesi, Kadın Sağlığı ve Hastalıkları Hemşireliği Anabilim Dalı, İzmir, Türkiye
| | - Sezer Güneri
- Ege Üniversitesi Hemşirelik Fakültesi, Kadın Sağlığı ve Hastalıkları Hemşireliği Anabilim Dalı, İzmir, Türkiye
| | - Ümran Sevil
- Ege Üniversitesi Hemşirelik Fakültesi, Kadın Sağlığı ve Hastalıkları Hemşireliği Anabilim Dalı, İzmir, Türkiye
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Gray S, Wheat M, Christensen M, Craft J. Snaps +: Peer-to-peer and academic support in developing clinical skills excellence in under-graduate nursing students: An exploratory study. NURSE EDUCATION TODAY 2019; 73:7-12. [PMID: 30471490 DOI: 10.1016/j.nedt.2018.10.006] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2017] [Revised: 09/25/2018] [Accepted: 10/15/2018] [Indexed: 06/09/2023]
Abstract
Peer to peer learning is not a new concept. It has proven to be a valuable approach to enhance deeper learning, improve critical thinking and problem solving. It has been used in the clinical environment, the classroom and the clinical skills laboratory. The aim of this study was to evaluate the effectiveness of student nurse assisted in practice sessions (SNAPS+) with the addition of an experienced nursing academic. Using an eight item Likert scale questionnaire together with three open ended questions, this study found that having a nursing academic present in supporting the peer teachers helped improve confidence in practicing clinical skills and was an effective teaching approach to support student learning and by also providing a critical eye over the skills being practiced. Content analysis revealed to central themes - 'being and feeling supported' and 'feeling more able and competent at undertaking essential nursing skills. The results suggest that overall the nursing students found the SNAPS+ supportive in allowing the time and space to practice skills in an informal manner. The implications for practice could include an evaluation as to whether there is any effect on student success in the clinical placement environment after attending SNAPS+ sessions.
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Affiliation(s)
- Sherree Gray
- School of Nursing, Queensland University of Technology, Caboolture Campus, Queensland 4510, Australia.
| | - Matthew Wheat
- School of Nursing, Queensland University of Technology, Caboolture Campus, Queensland 4510, Australia.
| | - Martin Christensen
- Centre for Applied nursing Research, Ingham Institute for Applied Medical Research, Campbell St, Liverpool, NSW 2170, Australia.
| | - Judy Craft
- School of Biomedical Science, Queensland University of Technology, Caboolture Campus, Caboolture, Queensland 4510, Australia.
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Application of the Kano Model for a Better Understanding of Customer Requirements in Higher Education—A Pilot Study. ADMINISTRATIVE SCIENCES 2019. [DOI: 10.3390/admsci9010011] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Various pieces of information and knowledge turn into “know-how” simply by their application in the market. This applies to all spheres of activities. It is therefore important to know and understand the requirements of customers already in the stage of making a product, and to confront these with the possibilities of a producer. In this article we are exploring the possibilities of a better understanding of the requirements of customers and stakeholders in the process of the creation of products in educational services. In particular, we examined seven general requirements: practice orientation, ethical orientation, research orientation, quality resources, innovation orientation, skills orientation, and quality staff. We use the Kano model on a pilot sample of respondents at an institution of higher education. Our results showed that “practice orientation” and “quality resources” are the most stable requirements, while “quality staff” is the least stable. The most linear requirement (the same effect on satisfaction and dissatisfaction) is “innovation orientation”. “Research orientation” belongs to attractive requirements and we also found that in the case of “ethical orientation” there are weak relations between positive and negative responses in our survey. The “skills orientation” proved to be too general, and our research shows that it could be indifferent. It is therefore advisable to specify the investigated skills when investigating requirements on educational services. The main contribution based on the proposed research procedures is an effective linking of customers and producers already from the beginning of constructing a value chain. Investing in sophisticated management approaches when modelling products and processes can thus become a significant source of the competitive advantage of an educational institution. At the same time, it is a contribution to better placing of its graduates in the labor market.
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Abdullah KL, Chan CM. A systematic review of qualitative studies exploring peer learning experiences of undergraduate nursing students. NURSE EDUCATION TODAY 2018; 71:185-192. [PMID: 30293048 DOI: 10.1016/j.nedt.2018.09.018] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2018] [Revised: 09/10/2018] [Accepted: 09/24/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Peer learning experiences have been reported in previous qualitative studies, however individual findings could limit practical leverage due to small sample size. Thus it is necessary to integrate invaluable findings from various qualitative studies to consider appropriateness and acceptability of peer learning in professional nurse education. OBJECTIVE To identify and synthesize qualitative evidence of peer learning experiences of undergraduate nursing students so as to understand their perceptions on peer learning experiences. DESIGN A qualitative systematic review was conducted in accordance with the Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) statement. DATA SOURCES Database searching was conducted on electronic databases such as Cumulative Index to Nursing and Allied Health Literature (CINAHL), Science Direct, and MEDLINE that published from 2007 to 2017. REVIEW METHODS Qualitative studies were appraised using the Critical Appraisal Skills Programme (CASP). Thematic analysis was used to analyse the data using line by line coding, organising coding into descriptive themes, and interpreting further to generate new insights. RESULTS Six studies were included in this review. The most common themes identified were integrated into two new insights including personal development and professional development. CONCLUSION This review has revealed that peer learning experiences contribute to the learning process of undergraduate nursing students in preparing them to become professional nurses through personal development and professional development.
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Affiliation(s)
- Khatijah Lim Abdullah
- Department of Nursing Science, Faculty of Medicine, University of Malaya, 50603 Kuala Lumpur, Wilayah Persekutuan, Malaysia.
| | - Chong Mei Chan
- Department of Nursing Science, Faculty of Medicine, University of Malaya, 50603 Kuala Lumpur, Wilayah Persekutuan, Malaysia.
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Irvine S, Williams B, McKenna L. Near-peer teaching in undergraduate nurse education: An integrative review. NURSE EDUCATION TODAY 2018; 70:60-68. [PMID: 30145536 DOI: 10.1016/j.nedt.2018.08.009] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2018] [Revised: 07/04/2018] [Accepted: 08/14/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION/BACKGROUND Studies in peer learning and teaching reported in the nursing literature are mainly descriptive, summarising positive aspects using survey and interviews. Application of pedagogical approaches to near-peer teaching in undergraduate nursing, using educational psychology frameworks to explain the outcomes, is relatively unknown. OBJECTIVES The objective of this integrative review was to ascertain outcomes of near-peer teaching in undergraduate nurse education and theoretical frameworks used to explain outcomes of near-peer teaching. DESIGN Included qualitative and quantitative studies. METHOD The review was conducted in accordance with the PRISMA protocol and Joanna Briggs Institute processes and included studies published between the years 1990 and 2017. Quality appraisal involved two independent reviewers analysing the data, and narrative synthesis was used to report results. RESULTS Two hundred and twenty-one abstracts were assessed independently by two reviewers for relevance to near-peer teaching in undergraduate nurse education, 29 articles selected for further review with 10 meeting the inclusion criteria. Benefits of near-peer teaching were reported as creating a safe supportive learning environment, learners viewing near-peer teachers as effective role models and increased confidence experienced by learner and teacher. Studies focused mainly on cognition in relation to performance with little emphasis on metacognition or affective behaviours, highlighting the need for more studies to provide definitive evidence supporting this pedagogical approach and framing its implementation around theories, particularly from educational psychology. CONCLUSION Lack of training provided to near-peer teachers highlighted that it is imperative that faculty embed near-peer teaching into the curriculum. To develop this educational intervention, studies in near-peer teaching are required to assess affective behaviours and metacognitive qualities of near-peer teachers to determine how this educational intervention can impact learning and performance of both the learner and near-peer teacher.
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Affiliation(s)
- Susan Irvine
- School of Nursing and Midwifery Northern Centre for Health Education and Research, Room 2.047, College of Science Health and Engineering La Trobe University, 185 Cooper St., Epping, VIC 3076, Australia.
| | - Brett Williams
- Department of Community Emergency Health and Paramedic Practice, Monash University, Level 2, Building H, Peninsula Campus, McMahons Road, Frankston, VIC 3199, Australia.
| | - Lisa McKenna
- School of Nursing and Midwifery, La Trobe University, George Singer Building room 317, College of Science Health and Engineering, Bundoora, VIC 3086, Australia.
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Dehghan M, Heidari FG, Karzari Z, Shahrbabaki PM. Integrated training (practicing, peer clinical training and OSCE assessment): a ladder to promote learning and training. Int J Adolesc Med Health 2018; 32:ijamh-2017-0222. [PMID: 29794257 DOI: 10.1515/ijamh-2017-0222] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2017] [Accepted: 02/19/2018] [Indexed: 11/17/2022]
Abstract
Introduction The teaching-learning process plays an effective role in training nursing students. Devising novel methods can lead to achievement of educational objectives as well as promotion of the clinical and practical training. The present study is aimed to determine the effect of integrated training, including practicing, peer clinical training and objective structured clinical examination (OSCE) assessment. Methods The interventional study was conducted on 58 freshman students. Two groups underwent a five-stage educational process; so that, all the students were trained and practiced in the skills lab, and their practical skills were investigated via the OSCE test. Afterwards, for clinical training in hospital, they were randomly divided into two groups of routine training (n = 26) and the peer-learning method (n = 32). Subsequently, in order to investigate the outcomes of the process, the OSCE test scores of the two training groups were compared both before and after the apprenticeship course. Results Scores of all the students were increased significantly at the end of the semester, but in terms of the total score of the clinical skills (14.79 ± 1.52 vs. 18.52 ± 0.84), the difference was insignificant (p = 0.29). Conclusion Training clinical skills along with OSCE practice and assessment can improve the nursing students' learning as well as their practical and clinical performance. Improvement of the students' performance can lead to high-quality care nursing.
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Affiliation(s)
- Mahlegha Dehghan
- Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran.,Department of Medical Surgical Nursing, School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
| | | | | | - Parvin Mangolian Shahrbabaki
- Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran.,Department of Medical Surgical Nursing, School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
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Carey MC, Kent B, Latour JM. Experiences of undergraduate nursing students in peer assisted learning in clinical practice. ACTA ACUST UNITED AC 2018; 16:1190-1219. [DOI: 10.11124/jbisrir-2016-003295] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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18
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Wighus M, Bjørk IT. An educational intervention to enhance clinical skills learning: Experiences of nursing students and teachers. Nurse Educ Pract 2018; 29:143-149. [PMID: 29353107 DOI: 10.1016/j.nepr.2018.01.004] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2016] [Revised: 12/05/2017] [Accepted: 01/04/2018] [Indexed: 11/24/2022]
Abstract
The simulation centre is a key setting for the acquisition of practical skills. However, pedagogical underpinnings of skills instruction in this setting are not always well founded. This study aimed to explore student and teacher experiences with an educational intervention to enhance clinical skills learning in the first semester of nursing education. The study had an exploratory design, where qualitative data were collected in focus group interviews involving 18 students and four teachers. The participants had generally positive experiences of the intervention. The findings showed that organisation, time usage, an observer role, re-training and structured reflection enhanced systematic feedback by students. We conclude that an educational intervention based on theoretically sound learning tools and pedagogical principles improved students' skills acquisition and gave the teachers a common educational platform.
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Affiliation(s)
- Marianne Wighus
- University College of Southeast Norway (HSN), Kjølnes Ring 56, N-3901 Porsgrunn, Norway.
| | - Ida Torunn Bjørk
- University College of Southeast Norway (HSN), Kjølnes Ring 56, N-3901 Porsgrunn, Norway; University of Oslo, Postboks 1130 Blindern, 0318 Oslo, Norway.
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Facilitating peer based learning through summative assessment – An adaptation of the Objective Structured Clinical Assessment tool for the blended learning environment. Nurse Educ Pract 2018; 28:40-45. [DOI: 10.1016/j.nepr.2017.09.011] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2016] [Revised: 09/11/2017] [Accepted: 09/14/2017] [Indexed: 11/22/2022]
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20
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Bain P, Wareing A, Henderson I. A review of peer-assisted learning to deliver interprofessional supplementary image interpretation skills. Radiography (Lond) 2017; 23 Suppl 1:S64-S69. [PMID: 28780955 DOI: 10.1016/j.radi.2017.05.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2017] [Revised: 04/24/2017] [Accepted: 05/11/2017] [Indexed: 10/19/2022]
Abstract
BACKGROUND Peer-assisted learning provides a means through which individuals can learn from one another through a reciprocal process. Radiographic image interpretation skills are fundamental to both diagnostic radiography students and medical students due to their shared role in preliminary evaluation of conventional radiographic images. Medical students on graduation, may not be well prepared to carry out image interpretation, since evidence suggests that they perform less well than radiographers in e.g. Accident and Emergency situations. METHOD A review of literature was conducted exploring the application of peer-assisted learning within diagnostic radiography and health education more widely as well as the practice of initial image interpretation. An extensive and systematic search strategy was developed which provided a range of material related to the areas. FINDINGS An overview was obtained of the effectiveness of peer-assisted learning and the issues associated with development of image interpretation skills and a degree of discrepancy was identified between the two cohorts regarding their interpretative competence and confidence. This inconsistency may create an opportunity to apply peer-assisted learning, better preparing both disciplines for the practical application of image interpretation skills. CONCLUSION The review identified the lack of a substantial evidence base relating to peer-assisted learning in radiography. Peer-assisted learning is not widely embraced in an interprofessional context. Multiple positive factors of such an intervention are identified which outweigh perceived negative issues. Student teacher and learner may benefit as should the clinical service from enhanced practitioner performance. The findings justify further research to develop the evidence base.
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Affiliation(s)
- P Bain
- The Western General Hospital, Edinburgh, UK.
| | - A Wareing
- Robert Gordon University, Aberdeen, UK
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21
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Abay EŞ, Turan S, Odabaşı O, Elçin M. Who Is the Preferred Tutor in Clinical Skills Training: Physicians, Nurses, or Peers? TEACHING AND LEARNING IN MEDICINE 2017; 29:247-254. [PMID: 28296513 DOI: 10.1080/10401334.2016.1274262] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
UNLABELLED Phenomenon: Clinical skills centers allow structured training of undergraduate medical students for the acquisition of clinical skills in a simulated environment. Physician, nurse, or peer tutors are employed for training in those centers. All tutors should have appropriate training about the methodology used in the clinical skills training. Many of the studies revealed the effectiveness of various types of tutors. The aim of our study was to evaluate medical students' satisfaction with clinical skills training, and their opinions about the differences in coaching skills among the physician, nurse, and peer tutors. APPROACH This study was conducted with third-year students (467 students) in 2013-2014 academic year at Hacettepe University Faculty of Medicine. Participation rate was 85 % (397 students). The students attended the suturing skill training in groups of 40 students. First, a faculty member from the Department of Medical Education delivered a video demonstration and conducted discussion. After the demonstration, the students were divided into groups of 5-6 students. A physician, nurse, or a peer tutor facilitated each group. The students were asked to complete the Coaching Skills Evaluation Form after the practicum session. It contained 13 criteria for assessing the coaching skills. Additionally, the form included a question for rating the student's satisfaction with the tutor. The performance of the tutors at each step was rated on a three-point scale. FINDINGS Kruskal Wallis analysis was used to compare students' scores for their tutors. The students' satisfaction with tutors was high for all of the tutors. However, there was no difference between students' scores in suturing skill, and between physician, nurse, and peer tutors' coaching skills. Insights: In this study, we revealed that physician, nurse, and peer tutors were equally effective on the students' performances. They were also regarded as effective in their teaching role by students. But the most important point was that sufficient tutor training and preparation was crucial for the success of models.
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Affiliation(s)
- Ece Şükriye Abay
- a Medical Education and Informatics, Hacettepe University Faculty of Medicine , Ankara , Turkey
| | - Sevgi Turan
- a Medical Education and Informatics, Hacettepe University Faculty of Medicine , Ankara , Turkey
| | - Orhan Odabaşı
- a Medical Education and Informatics, Hacettepe University Faculty of Medicine , Ankara , Turkey
| | - Melih Elçin
- a Medical Education and Informatics, Hacettepe University Faculty of Medicine , Ankara , Turkey
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Rohatinsky N, Harding K, Carriere T. Nursing student peer mentorship: a review of the literature. ACTA ACUST UNITED AC 2017. [DOI: 10.1080/13611267.2017.1308098] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Abdolalizadeh P, Pourhassan S, Gandomkar R, Heidari F, Sohrabpour AA. Dual peer mentoring program for undergraduate medical students: exploring the perceptions of mentors and mentees. Med J Islam Repub Iran 2017. [PMID: 28638809 PMCID: PMC5473101 DOI: 10.18869/mjiri.31.2] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Background: Despite the advantages of dual peer mentoring, there are a few reports of implementing and evaluating such programs for medical students. This study aimed at exploring the perceptions of mentors and mentees about the dual peer mentoring program for the first year undergraduate medical students of Tehran University of Medical Sciences.
Methods: This qualitative study was conducted at the end of the first year of implementing the mentoring program. All mentees and mentors were invited to participate in focus group discussions. Data were analyzed using a qualitative content analysis.
Results: All mentors (n= 12) and a group of mentees (n= 21) participated in focus group discussion sessions. We provided a variety of supports for the mentees including academic and psychosocial support and positive relationship; as a result, some developments occurred to the mentors We also explored participants’ views on some unique aspects of the program such as student-authorized, dual mentoring, and role model sessions.
Conclusion: Our participants found the mentoring program beneficial in various academic achievements and psychosocial supports for both the mentors and the mentees. Dual peer mentoring program can be an alternative to school administered programs.
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Affiliation(s)
- Parya Abdolalizadeh
- Eye Research Center, Rassoul Akram Hospital, Iran university of Medical Sciences, Tehran, Iran
| | - Saeed Pourhassan
- Department of Internal Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Roghayeh Gandomkar
- Health Professions Education Research Center, Medical Education Department, Tehran University of Medical Sciences, Tehran, Iran
| | - Farrokh Heidari
- Amir Alam Hospital, Department of Otorhinolaryngology, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Amir Ali Sohrabpour
- Department of Internal Medicine, Liver and Pancreatobiliary Diseases Research Center, Digestive Disease Research Institute, Tehran University of Medical Sciences, Tehran, Iran
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de Peralta TL, Ramaswamy V, Karl E, Van Tubergen E, McLean ME, Fitzgerald M. Caries Removal by First-Year Dental Students: A Multisource Competency Assessment Strategy for Reflective Practice. J Dent Educ 2017. [DOI: 10.1002/j.0022-0337.2017.81.1.tb06250.x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Tracy L. de Peralta
- Department of Cariology; Restorative Sciences, Endodontics; School of Dentistry; University of Michigan
| | - Vidya Ramaswamy
- Office of Academic Affairs; School of Dentistry; University of Michigan
| | - Elisabeta Karl
- Department of Cariology, Restorative Sciences, and Endodontics; School of Dentistry; University of Michigan
| | - Elizabeth Van Tubergen
- Department of Cariology, Restorative Sciences, and Endodontics; School of Dentistry; University of Michigan
| | - Mary Ellen McLean
- Department of Cariology, Restorative Sciences, and Endodontics; School of Dentistry; University of Michigan
| | - Mark Fitzgerald
- Department of Cariology, Restorative Sciences, and Endodontics; School of Dentistry; University of Michigan
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Gordon CJ, Hudson PB, Plenderleith MB, Fisher M, Craft JA. Final year Australian nursing students’ experiences with bioscience: A cross-sectional survey. Nurs Health Sci 2016; 19:22-28. [DOI: 10.1111/nhs.12310] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2016] [Revised: 07/06/2016] [Accepted: 08/06/2016] [Indexed: 11/30/2022]
Affiliation(s)
| | - Peter B. Hudson
- Faculty of Education; Queensland University of Technology; Brisbane Queensland Australia
| | - Mark B. Plenderleith
- Faculty of Health; Queensland University of Technology; Brisbane Queensland Australia
| | - Murray Fisher
- Sydney Nursing School; The University of Sydney; Sydney New South Wales Australia
| | - Judy A. Craft
- Faculty of Health; Queensland University of Technology; Brisbane Queensland Australia
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Curtis E, Ryan C, Roy S, Simes T, Lapkin S, O'Neill B, Faithfull-Byrne A. Incorporating peer-to-peer facilitation with a mid-level fidelity student led simulation experience for undergraduate nurses. Nurse Educ Pract 2016; 20:80-4. [DOI: 10.1016/j.nepr.2016.07.003] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2014] [Revised: 06/24/2016] [Accepted: 07/27/2016] [Indexed: 10/21/2022]
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27
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Carey MC, Kent B, Latour JM. The role of peer-assisted learning in enhancing the learning of undergraduate nursing students in clinical practice. ACTA ACUST UNITED AC 2016; 14:117-23. [DOI: 10.11124/jbisrir-2016-002994] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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28
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Strategies of Peer-Assisted Learning and Their Effectiveness in Nursing Education: A Systematic Review. ACTA ACUST UNITED AC 2016. [DOI: 10.17496/kmer.2016.18.2.106] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Cameron DA, Binnie VI, Sherriff A, Bissell V. Peer assisted learning: teaching dental skills and enhancing graduate attributes. Br Dent J 2016; 219:267-72. [PMID: 26404990 DOI: 10.1038/sj.bdj.2015.722] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/07/2015] [Indexed: 11/09/2022]
Abstract
This study describes a pilot project in which peer assisted learning (PAL) is used to teach dental clinical skills. A cluster randomised controlled trial compared opinions of Bachelor of Dental Surgery (BDS) students from peer-led groups versus staff-led groups in a clinical (impression taking) and a pre-clinical (handpiece skills) task. BDS5 (peer tutors) in their final year delivered teaching to BDS1 (tutees) for each task. Quantitative data from tutees and the peer tutors was gathered from questionnaires, along with open written comments. PAL was well received by both tutees and peer tutors. BDS1 tutees rated BDS5 peer tutors highly for delivery of information, and level of feedback. The tutees considered peer tutors more approachable and less intimidating than staff. Peer tutors reported their own knowledge had increased as a result of teaching. In a summative OSCE (objective structured clinical examination) four months following the teaching, no statistical significant difference between the performance of peer-led and staff-led groups was found at stations related to the subject matter in question. It is argued that PAL, as well as being a useful method of delivering subject-specific teaching, is able to contribute to the development of graduate attributes.
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Affiliation(s)
| | | | | | - V Bissell
- Dental Education Glasgow Dental Hospital and School, 378, Sauchiehall Street, Glasgow, G2 3JZ
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Sheridan RA, Hammaker DJ, de Peralta TL, Fitzgerald M. Dental Students’ Perceived Value of Peer-Mentoring Clinical Leadership Experiences. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.3.tb06086.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Rachel A. Sheridan
- Department of Periodontics and Oral Medicine; University of Michigan School of Dentistry
| | - Daniel J. Hammaker
- Department of Cariology, Restorative Sciences, and Endodontics; Department of Biologic and Materials Sciences; Division of Prosthodontics; University of Michigan School of Dentistry
| | - Tracy L. de Peralta
- Department of Cariology, Restorative Sciences, and Endodontics; University of Michigan School of Dentistry
| | - Mark Fitzgerald
- Department of Cariology, Restorative Sciences, and Endodontics; University of Michigan School of Dentistry
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Pegram A, Fordham-Clarke C. Implementing peer learning to prepare students for OSCEs. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2015; 24:1060-1065. [PMID: 26618676 DOI: 10.12968/bjon.2015.24.21.1060] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
First-year nursing students undertaking a first-year clinical skills module were given an opportunity to take part in a voluntary peer learning scheme, where they would learn from more senior students. It was envisaged this would help the students prepare for the module's summative assessment-an objective structured clinical examination (OSCE), which students can find stressful. The first-year students found peer learning helped them improve clinical skills, reduced anxiety and increased their self-confidence, and they appreciated the non-threatening learning environment and constructive feedback. The more senior students felt it helped prepare them for their mentoring role after registration. Incorporating peer learning more widely into the curriculum would allow it to be evaluated in more depth.
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Affiliation(s)
- Anne Pegram
- Lecturer, Florence Nightingale Faculty of Nursing and Midwifery, King's College London
| | - Carol Fordham-Clarke
- Lecturer, Florence Nightingale Faculty of Nursing and Midwifery, King's College London
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Stenberg M, Carlson E. Swedish student nurses' perception of peer learning as an educational model during clinical practice in a hospital setting-an evaluation study. BMC Nurs 2015; 14:48. [PMID: 26435698 PMCID: PMC4592542 DOI: 10.1186/s12912-015-0098-2] [Citation(s) in RCA: 44] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2015] [Accepted: 09/18/2015] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Peer learning, a collaborative learning model has no tradition in clinical education for undergraduate student nurses in Sweden, and little is reported of the student experience. An increasing number of students have led to a pressing need for preceptors and clinical placements thus, highlighting the need for a supportive educational model. The objectives for the current study were to explore how student nurses' evaluated peer learning as an educational model during clinical practice in a hospital setting, and to compare perceptions among student nurses from year one and three. METHODS A questionnaire developed for the purpose of this study was developed and responded to by 62 (year one) and 73 (year three) student nurses. Data were collected between 2011 and 2013. The questionnaire contained six open- ended and eight closed questions on a four point Likert-scale. Written responses were analysed by content analysis and the closed questions by using descriptive statistics. Mann-Whitney U-test was used to examine differences in relation to students from year one and three. RESULTS The peer learning experience was evaluated in a positive way. Statistical significance differences were shown for two out of eight closed questions. The peer learning activities were evaluated as supportive and relevant for learning. Three categories emerged from the content analysis: "a feeling of safety", "a sense of competition" and "the learning experience". CONCLUSION A feeling of safety seems to be connected to students' perception of increased learning and independence. However, the sense of negative competition needs to be addressed when students are prepared for the teaching and learning activities in the peer learning model. Finally, what needs to be further investigated is what challenges and opportunities the peer learning model presents to preceptors.
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Affiliation(s)
- Marie Stenberg
- Department of Care Science; Faculty of Health and Society, Malmö University, Jan Waldenströms gata 25, SE 214 28 Malmö, Sweden
| | - Elisabeth Carlson
- Department of Care Science; Faculty of Health and Society, Malmö University, Jan Waldenströms gata 25, SE 214 28 Malmö, Sweden
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Ramm D, Thomson A, Jackson A. Learning clinical skills in the simulation suite: the lived experiences of student nurses involved in peer teaching and peer assessment. NURSE EDUCATION TODAY 2015; 35:823-827. [PMID: 25697946 DOI: 10.1016/j.nedt.2015.01.023] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2014] [Accepted: 01/27/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND The benefits of peer teaching and assessment are well documented within nurse education literature. However, research to date has predominantly focused on the advantages and disadvantages for the inexperienced learner, with a dearth of knowledge relating to the perceptions of senior nursing students involved in teaching their peers. AIM This study sought to investigate the student experience of taking part in a peer teaching and assessment initiative to include the perceptions of both first year nursing students and second/third year participants. METHOD Data were collected via open-ended questionnaires and analysed with qualitative 'Framework' analysis. FINDINGS This initiative received a generally positive response both from students being taught and also from those acting as facilitators. Perceived benefits included the social learning experience, development of teaching skills, self-awareness and the opportunity to communicate both good and bad news. Suggestions for improvement included additional time working in small groups, specific supplementary learning materials and the introduction of peer teaching and assessment into other areas of the Adult Nursing Programme. CONCLUSIONS Peer teaching and assessment principles represent valuable strategies which can be utilised in nurse education to develop clinical skills and prepare nurses for real-life scenarios. Further research needs to investigate how to enhance the student learning experience and to fully exploit the potential for simulated experience to prepare students for their future role as registered nurses in clinical practice.
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Affiliation(s)
- Dianne Ramm
- School of Health and Social Care, University of Lincoln, Brayford Campus, Lincoln LN6 7TS, United Kingdom.
| | - Anna Thomson
- School of Health and Social Care, University of Lincoln, Brayford Campus, Lincoln LN6 7TS, United Kingdom.
| | - Andrew Jackson
- School of Health and Social Care, University of Lincoln, Brayford Campus, Lincoln LN6 7TS, United Kingdom.
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Smith A, Beattie M, Kyle RG. Stepping up, stepping back, stepping forward: Student nurses' experiences as peer mentors in a pre-nursing scholarship. Nurse Educ Pract 2015; 15:492-7. [PMID: 25846703 DOI: 10.1016/j.nepr.2015.03.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2014] [Revised: 12/16/2014] [Accepted: 03/22/2015] [Indexed: 11/29/2022]
Abstract
Mentorship is an essential part of the registered nurse's role, yet few opportunities exist for student nurses to mentor others during pre-registration programmes. This paper reports student nurses' experiences of mentoring school pupils during a pre-nursing scholarship. Focus groups were conducted with fifteen final year student nurses (14 female, 1 male) in two university campuses in Scotland. Discussions were audio recorded and transcribed verbatim, and data analysed thematically. Three interconnected themes emerged: 1) stepping up; 2) stepping back; 3) stepping forward. 'Stepping up' was a process through which student nurses rapidly assumed responsibility for mentoring pupils, facilitated through the attitudes and actions of students' mentors and students' control over pupils' practice experiences. 'Stepping back' encapsulated attitudes and behaviours that enabled student nurses to mentor pupils that involved considerable judgement around how unfolding events in practice could provide learning and development opportunities, and emotional acuity to support pupils through, sometimes challenging, practice situations. 'Stepping forward' described how students' mentoring experience allowed them to appraise and affirm nursing knowledge and skills, and gain greater appreciation of the reality and complexity of mentorship in clinical practice. Peer mentoring may prepare student nurses for future mentoring roles and aid their transition into clinical practice.
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Affiliation(s)
- Annetta Smith
- School of Health Sciences, University of Stirling (Highland Campus), Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK.
| | - Michelle Beattie
- School of Health Sciences, University of Stirling (Highland Campus), Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK
| | - Richard G Kyle
- School of Health Sciences, University of Stirling (Highland Campus), Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK
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Suksudaj N, Lekkas D, Kaidonis J, Townsend GC, Winning TA. Features of an effective operative dentistry learning environment: students' perceptions and relationship with performance. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2015; 19:53-62. [PMID: 24779719 DOI: 10.1111/eje.12102] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/11/2014] [Indexed: 06/03/2023]
Abstract
OBJECTIVE Students' perceptions of their learning environment influence the quality of outcomes they achieve. Learning dental operative techniques in a simulated clinic environment is characterised by reciprocal interactions between skills training, staff- and student-related factors. However, few studies have examined how students perceive their operative learning environments and whether there is a relationship between their perceptions and subsequent performance. Therefore, this study aimed to clarify which learning activities and interactions students perceived as supporting their operative skills learning and to examine relationships with their outcomes. METHODS Longitudinal data about examples of operative laboratory sessions that were perceived as effective or ineffective for learning were collected twice a semester, using written critical incidents and interviews. Emergent themes from these data were identified using thematic analysis. Associations between perceptions of learning effectiveness and performance were analysed using chi-square tests. RESULTS Students indicated that an effective learning environment involved interactions with tutors and peers. This included tutors arranging group discussions to clarify processes and outcomes, providing demonstrations and constructive feedback. Feedback focused on mistakes, and not improvement, was reported as being ineffective for learning. However, there was no significant association between students' perceptions of the effectiveness of their learning experiences and subsequent performance. CONCLUSIONS It was clear that learning in an operative technique setting involved various factors related not only to social interactions and observational aspects of learning but also to cognitive, motivational and affective processes. Consistent with studies that have demonstrated complex interactions between students, their learning environment and outcomes, other factors need investigation.
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Affiliation(s)
- N Suksudaj
- Faculty of Dentistry, Thammasat University, Pathumthani, Thailand; School of Dentistry, The University of Adelaide, Adelaide, SA, Australia
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Thomson P, Smith A, Annesley S. Exploration of the effects of peer teaching of research on students in an undergraduate nursing programme. J Res Nurs 2014. [DOI: 10.1177/1744987113519444] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
The use of peer teaching has been recognised as a valuable teaching and learning strategy in higher education. It has been used in nursing as an adjunct to lectures and to support learning in clinical practice. Despite a developing literature there is limited understanding of its use for teaching about research. This educational project aimed to increase understanding of the effects of peer teaching of research in an undergraduate nursing programme. A convenience sample of 151 third year student ‘learners’ were recruited from three campuses across a School of Nursing, Midwifery and Health in Scotland. Students were asked to complete a questionnaire evaluating nine peer teaching sessions delivered by seven separate peer ‘tutor’ presenters, i.e. honours students (two students repeated their presentations). Five peer ‘tutors’ participated in a focus group to discuss their experience of teaching and personal learning. Results indicated that the student learners’ understanding of research and its relevance to clinical practice had been enhanced. These findings resonated with the peer ‘tutors’ intentions of helping other students to make that connection through the presentation of their work. In conclusion, peer teaching of research helped undergraduate nursing students learn about research and it assisted the peer ‘tutors’ to consolidate their learning, develop teaching skills and confidence.
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Affiliation(s)
- Patricia Thomson
- Lecturer, RG Bomont Building, School of Nursing, Midwifery and Health, University of Stirling, Scotland, UK
- Senior Lecturer, Health and Life Sciences, Northumbria University, Newcastle, UK
| | - Annetta Smith
- Associate Head of School of Nursing, Midwifery and Health, University of Stirling, Scotland, UK
- Senior Lecturer, Health and Life Sciences, Northumbria University, Newcastle, UK
| | - Sarah Annesley
- Senior Lecturer, Health and Life Sciences, Northumbria University, Newcastle, UK
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Hemingway S, Stephenson J, Holliday L, Covill C. Administering LAAIs: an education and training workshop. ACTA ACUST UNITED AC 2013. [DOI: 10.12968/bjmh.2013.2.4.216] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | | | - Lindsay Holliday
- Treatment Team Priestley Unit, Dewsbury Hospital, South West Yorkshire Partnership Foundation Trust
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Harvey T, Robinson C, Frohman R. Preparing Culturally and Linguistically Diverse Nursing Students for Clinical Practice in the Health Care Setting. J Nurs Educ 2013; 52:365-70. [DOI: 10.3928/01484834-20130529-02] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2012] [Accepted: 01/09/2013] [Indexed: 11/20/2022]
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Austria MJ, Baraki K, Doig AK. Collaborative Learning Using Nursing Student Dyads in the Clinical Setting. Int J Nurs Educ Scholarsh 2013; 10:/j/ijnes.2013.10.issue-1/ijnes-2012-0026/ijnes-2012-0026.xml. [DOI: 10.1515/ijnes-2012-0026] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
AbstractFormal pairing of student nurses to work collaboratively on one patient assignment is a strategy for improving the quality and efficiency of clinical instruction while better utilizing the limited resources at clinical agencies. The aim of this qualitative study was to explore the student nurse and patient experiences of collaborative learning when peer dyads are used in clinical nursing education. Interviews were conducted with 11 students and 9 patients. Students described the process of collaborative learning as information sharing, cross-checking when making clinical decisions, and group processing when assessing the outcomes of nursing interventions. Positive outcomes reported by students and patients included reduced student anxiety, increased confidence and task efficiency. Students’ primary concern was reduced opportunity to perform hands-on skills which had to be negotiated within each dyad. Meeting the present and future challenges of educating nurses will require innovative models of clinical instruction such as collaborative learning using student peer dyads.
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Affiliation(s)
| | - Katie Baraki
- 2College of Nursing, University of Utah, Salt Lake City, UT, USA
| | - Alexa K. Doig
- 2College of Nursing, University of Utah, Salt Lake City, UT, USA
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Walker R, Cooke M, Henderson A, Creedy DK. Using a critical reflection process to create an effective learning community in the workplace. NURSE EDUCATION TODAY 2013; 33:504-511. [PMID: 22459911 DOI: 10.1016/j.nedt.2012.03.001] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2011] [Revised: 03/03/2012] [Accepted: 03/06/2012] [Indexed: 05/31/2023]
Abstract
Learning circles are an enabling process to critically examine and reflect on practices with the purpose of promoting individual and organizational growth and change. The authors adapted and developed a learning circle strategy to facilitate open discourse between registered nurses, clinical leaders, clinical facilitators and students, to critically reflect on practice experiences to promote a positive learning environment. This paper reports on an analysis of field notes taken during a critical reflection process used to create an effective learning community in the workplace. A total of 19 learning circles were conducted during in-service periods (that is, the time allocated for professional education between morning and afternoon shifts) over a 3 month period with 56 nurses, 33 students and 1 university-employed clinical supervisor. Participation rates ranged from 3 to 12 individuals per discussion. Ten themes emerged from content analysis of the clinical learning issues identified through the four-step model of critical reflection used in learning circle discussions. The four-step model of critical reflection allowed participants to reflect on clinical learning issues, and raise them in a safe environment that enabled topics to be challenged and explored in a shared and cooperative manner.
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Affiliation(s)
- Rachel Walker
- School of Nursing and Midwifery, Research Centre for Clinical & Community Practice Innovation, Griffith Institute of Health and Medical Research, Griffith University, Nathan, 4111, Queensland Australia.
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The value of peer learning in undergraduate nursing education: a systematic review. ISRN NURSING 2013; 2013:930901. [PMID: 23691355 PMCID: PMC3649279 DOI: 10.1155/2013/930901] [Citation(s) in RCA: 68] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2012] [Accepted: 02/09/2013] [Indexed: 11/17/2022]
Abstract
The study examined various methods of peer learning and their effectiveness in undergraduate nursing education. Using a specifically developed search strategy, healthcare databases were systematically searched for peer-reviewed articles, with studies involving peer learning and students in undergraduate general nursing courses (in both clinical and theoretical settings) being included. The studies were published in English between 2001 and 2010. Both study selection and quality analysis were undertaken independently by two researchers using published guidelines and data was thematically analyzed to answer the research questions. Eighteen studies comprising various research methods were included. The variety of terms used for peer learning and variations between study designs and assessment measures affected the reliability of the study. The outcome measures showing improvement in either an objective effect or subjective assessment were considered a positive result with sixteen studies demonstrating positive aspects to peer learning including increased confidence, competence, and a decrease in anxiety. We conclude that peer learning is a rapidly developing aspect of nursing education which has been shown to develop students' skills in communication, critical thinking, and self-confidence. Peer learning was shown to be as effective as the conventional classroom lecture method in teaching undergraduate nursing students.
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Bogossian F, McKenna L, Higgins M, Benefer C, Brady S, Fox-Young S, Cooper S. Simulation based learning in Australian midwifery curricula: Results of a national electronic survey. Women Birth 2012; 25:86-97. [DOI: 10.1016/j.wombi.2011.02.001] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2010] [Revised: 02/01/2011] [Accepted: 02/02/2011] [Indexed: 10/18/2022]
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Fogstad L, Christiansen B. Moving the Boundaries: Peer Learning between Nursing and Physiotherapy Students. ACTA ACUST UNITED AC 2011. [DOI: 10.1177/010740831103100306] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Yoo MS, Chae SM. Effects of Peer Review on Communication Skills and Learning Motivation Among Nursing Students. J Nurs Educ 2011; 50:230-3. [DOI: 10.3928/01484834-20110131-03] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2009] [Accepted: 06/30/2010] [Indexed: 11/20/2022]
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Christiansen B, Bjørk IT, Havnes A, Hessevaagbakke E. Developing supervision skills through peer learning partnership. Nurse Educ Pract 2011; 11:104-8. [DOI: 10.1016/j.nepr.2010.11.007] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2010] [Revised: 11/04/2010] [Accepted: 11/20/2010] [Indexed: 11/29/2022]
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Amorosa JMH, Mellman LA, Graham MJ. Medical students as teachers: how preclinical teaching opportunities can create an early awareness of the role of physician as teacher. MEDICAL TEACHER 2011; 33:137-44. [PMID: 21275543 DOI: 10.3109/0142159x.2010.531154] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
BACKGROUND As future physicians, questions about when medical students realize they will have to teach remain under-explored. AIM To understand when students serving in pre-clinical teaching roles make the connection between teaching and being a physician. METHODS Medical students involved in a peer instruction program included: (1) archived first-year student interview candidate data (n = 60/150); (2) focus groups of first-year students selected as instructors (n = 16/60); and (3) focus groups of second-year students (n = 16/24) who taught for the program. A modified extended-term mixed-method research design involved data from the pre-hire interviews and post-hire focus group. RESULTS Prior to teaching, none of the first year interviewees made an explicit connection between teaching and being a physician. The new instructors selected to teach minimally made a connection and only after prompting. The majority of the experienced instructors did make the connection; however, and did so spontaneously. CONCLUSION It was only after they taught medicine-related material that students saw the benefits of teaching as a way of preparing for becoming a physician and not merely as a way to review or help their peers.
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Affiliation(s)
- Jennifer M Harms Amorosa
- Department of Obstetrics and Gynecology, Division of Graduate Medical Education, College of Physicians and Surgeons, Columbia University, 622 W. 168th Street, PH 16, New York 10032, USA.
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Bulut H, Hisar F, Demir SG. Evaluation of mentorship programme in nursing education: a pilot study in Turkey. NURSE EDUCATION TODAY 2010; 30:756-762. [PMID: 20362366 DOI: 10.1016/j.nedt.2010.01.019] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2009] [Revised: 01/07/2010] [Accepted: 01/30/2010] [Indexed: 05/29/2023]
Abstract
Mentorships increase the students' confidence, help ease the difficulties associated with their new environment and reality, increase self-esteem and help socialize students into the nursing role. The main objective of the programme was to support mentee students in facilitating their transition to the university and nursing. This descriptive, exploratory study was designed using Maslow's hierarchy of needs and a pre/post test Rotter's locus of control. Sixty-two (62) first-year students and fifty-eight (58) fourth-year students were eligible to be in the mentoring programme. Mentors and mentees contacted each other weekly as required to provide information and support. Nursing lecturers were available to support the mentors for regular contact over the 13 weeks of the programme. The data were collected by questionnaire for the first-year and fourth-year students. In addition, in order to determine the efficacy of the mentoring programme, Rotter's Locus of Control Scale was administered to first-year students both at the beginning and the end of the study. The majority of first-year students stated that they benefited from the programme. It was established that the mentoring programme influenced the locus of control positively. The mentoring programme may be used to improve the adaptation of nursing students to both the university and nursing profession.
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Affiliation(s)
- Hülya Bulut
- Gazi University, Faculty of Health Sciences Department of Nursing, Besevler, Ankara, Turkey
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Abstract
Nurse educators seek innovative strategies to maximize student learning in the classroom and clinical settings. Students enrolled in a nursing leadership and management course often find they spend more clinical time observing leaders than practicing the necessary skills to lead others in the provision of nursing care. In addition, opportunities to explore the nurse educator role often do not exist in baccalaureate nursing education, despite the shortage of nurse educators. An experience was developed in a baccalaureate nursing program to give senior students, under supervision of faculty, the opportunity to lead and evaluate lower-level students providing patient care in the clinical setting and to experience the role of nursing faculty. Feedback from senior students was positive, and students noted increased proficiency in leadership ability and critical thinking. Student interest in the nurse educator role was also enhanced. Program expansion and evaluation with faculty, clinical staff, and patients are planned.
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Affiliation(s)
- Vera G Kling
- Charleston Southern University, Department of Nursing, Charleston, SC, USA.
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49
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Dennison S. Peer Mentoring: Untapped Potential. J Nurs Educ 2010; 49:340-2. [DOI: 10.3928/01484834-20100217-04] [Citation(s) in RCA: 55] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2009] [Accepted: 06/30/2009] [Indexed: 11/20/2022]
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50
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Christiansen A, Bell A. Peer learning partnerships: exploring the experience of pre-registration nursing students. J Clin Nurs 2010; 19:803-10. [DOI: 10.1111/j.1365-2702.2009.02981.x] [Citation(s) in RCA: 99] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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