The value of peer learning in undergraduate nursing education: a systematic review

Becoming a physiotherapist - a qualitative study exploring students' perspectives on peer assisted learning in physiotherapy education

BACKGROUND

Peer assisted learning (PAL) has become increasingly popular in higher education, and a range of benefits have been reported for students. However, there is scant knowledge on PAL study groups in physiotherapy undergraduate training.

OBJECTIVES

This study aimed to generate in-depth knowledge about the experiences of PAL study groups from the perspective of physiotherapy students.

METHODS

We conducted focus group interviews with 15 first-semester students who had attended PAL study groups, and 8 third-semester students who had been PAL leaders. The interviews were analyzed using an inductive, thematic analysis.

RESULTS

Four main themes were generated: 1) An overwhelming transition - Eased by PAL study groups; 2) The significant role model - Creating safe learning environments; 3) Building a bridge between theory and practice through scaffolding; and 4) Time to mature and filtered knowledge.

CONCLUSION

Overall, we found that PAL study groups formed an important community of practice, and that the PAL leaders became important role models, providing academic, social, and emotional support. Students learning from students in PAL study groups seemed beneficial to bridge theory and practice. Our findings support the implementation of PAL study groups as a supplement to formal teaching and suggest that PAL aids students' transition to the university environment.

Exploring post-registration nursing students' perceptions and learning experiences of peer-led simulation: A qualitative study

BACKGROUND

In nursing education, often dominated by instructor-led simulations (ILS), there is a growing demand to explore alternative approaches, such as peer-led simulation (PLS), in the training of post-registration nursing students. PLS shifts learners into leadership roles, fostering scenario design and facilitation among peers. Despite existing literature on ILS versus PLS, there remains a gap in the effectiveness of combined PLS and ILS for post-registration nursing students. This study aims to investigate the factors influencing the learning experience of post-registration nursing students and their perceptions of PLS as an instructional strategy.

METHODS

This qualitative study was implemented from October 2022 to April 2023. The entire student cohorts (n = 20) were recruited from the Advanced Diploma in Nursing (Peri-anaesthesia) programme. The students underwent both ILS (14h) and PLS (11h) as part of the mandatory activities within a 60-h module on "Crisis Management in Anaesthesia". Three semi-structured focus group discussions (FGDs) with 16 participants were conducted. The FGDs were guided by six questions on students learning experiences that were validated using the Delphi method.

RESULTS

The thematic analysis revealed four major themes concerning their learning experiences: the learning journey, enablers, barriers and perceived benefits of including PLS. Among the enablers, one notable finding was learners' appreciation for their ability to apply evidence-based practice (EBP) principles, which played a significant role in achieving conceptual fidelity in their developed scenarios.

CONCLUSION

The qualitative findings underscore the importance of PLS in fostering dynamic learning environments, vital for educators across disciplines. By actively participating in scenario design and facilitation, students enhance their understanding of theoretical concepts and clinical competency. PLS implementation provides insights into students' learning needs and challenges, benefiting educators in refining teaching strategies and enhancing educational effectiveness.

The effects of supplemental instruction derived from peer leaders on student outcomes in undergraduate human anatomy

Supplemental instruction (SI) confers student success, as represented by grades, knowledge retention, and student engagement. However, studies often report professional, not undergraduate, program findings. To measure these effects, students studying human anatomy at a university in Ontario, Canada, attended structured (peer-assisted) or unstructured (nonpeer-assisted) SI sessions and completed a pre-/post-survey. Fifty-eight learners (39 systems (SYS) and 19 musculoskeletal (MSK) anatomy) completed both surveys and had responses analyzed. Both cohorts, maintained initial perceptions across pre-/post-analyses (MSK p = 0.1376 and SYS p = 0.3521). Resource usage was similar across both cohorts with discrepancies in skeletal model and textbook use. No MSK learner ranked any lab resources as "not at all useful." MSK learners felt more prepared to write a graded assessment (p = 0.0269), whereas SYS learners did not (p = 0.0680). Stratification of learners in MSK and SYS revealed learners spending between 30 and 60 min in SI sessions during the study period had the highest grades compared to students who spent less than 30 (p = 0.0286) or more than 60 (p = 0.0286) min attending SI sessions, respectively. Most learners in MSK (89.4%) and SYS (66%) concluded that they preferred structured over unstructured SI. Sentiment/thematic analysis using a generative AI-driven large language model revealed learners held positive perceptions of SI, emphasizing structured learning, resources, personalized learning, and support offered as the most prevalent themes surrounding SI. Ultimately, this study provides evidence that supports SI for improving student outcomes related to perceived preparedness for completing assessments and preferred teaching/learning styles in undergraduate human anatomy.

Desired dementia care towards end of life: Development and experiences of implementing a new approach to improve person-centred dementia care

AIMS

To describe the co-creation of the 'Desired Dementia Care Towards End of Life' (DEDICATED) approach to improve person-centred palliative care for individuals with dementia and to describe the experiences of healthcare professionals during the approach's implementation.

METHODS

A needs assessment, comprising both qualitative and quantitative studies, informed palliative care needs of healthcare professionals, family caregivers and individuals with dementia. The approach was co-created with healthcare and education professionals, guided by the findings. Then, healthcare professionals were trained to implement the approach in their organizations. From April to June 2022, semi-structured interviews with actively engaged professionals were analysed using Conventional Content Analysis.

RESULTS

The needs assessment yielded six key themes: (1) raising palliative care awareness, (2) familiarization with a person with dementia, (3) communication about future care preferences, (4) managing pain and responsive behaviour, (5) enhancing interprofessional collaboration in advance care planning and (6) improving interprofessional collaboration during transitions to nursing homes. Interviews with 17 healthcare professionals revealed that active involvement in co-creating or providing feedback facilitated implementation. Overall, the DEDICATED approach was perceived as a valuable toolkit for optimizing palliative care for people with dementia and their loved ones.

CONCLUSION

Co-creating the DEDICATED approach with healthcare professionals facilitated implementation in daily practice. The approach was considered helpful in enhancing person-centred palliative dementia care.

IMPACT STATEMENT

This study underscores the importance of active involvement of healthcare professionals in the research and development of new interventions or tools for palliative care, which can influence the successful implementation, dissemination and sustained usage of the developed tools.

IMPLICATIONS FOR THE PROFESSION AND PATIENT CARE

The developed approach can improve person-centred palliative care for individuals with dementia, ultimately improving their quality of life and that of their loved ones.

REPORTING METHOD

This study used the Consolidated Criteria for Reporting Qualitative Research.

PATIENT OF PUBLIC CONTRIBUTION

No patient or public contribution.

Effectiveness of Simulation-Based, Peer Learning Intervention in Continuing Nursing Education: An Explorative Study

BACKGROUND

Despite the vast research by nursing professionals on various methods of nursing education, little research has been conducted exploring the efficacy of peer learning as a teaching-learning tool amongst registered nurses. Hence, this study was conducted among in-service nursing officers to evaluate the usefulness of simulation-based peer learning sessions as an educational tool for capacity building.

MATERIAL AND METHODS

Using a pre-test and post-test design, the study was conducted among 150 in-service nurses at a tertiary care hospital. Five structured simulation-based, peer learning modules were designed. The nurses were divided into five groups using random and purposive sampling. Each group attended one session of the peer learning module on advanced nursing care by simulated clinical and nursing care 'demonstrate, observe, assist, and perform' (DOAP) activity. Pre-test, post-test, and retention tests (after two months) were conducted, and the results were compared.

RESULTS

There was a significant increase in mean knowledge (p-value < 0.05) in the post-test after all five sessions, which shows the effectiveness of such peer learning sessions in improving the baseline. There was a decline in mean scores in the retention test compared to that of the post-test, which was statistically significant in only the group of learners participating in the first session.

CONCLUSION

The study provides substantial evidence that simulation-based peer learning is an effective tool for continuing nursing education, and it can be used as a valuable tool to reduce the documented theory-practice gap.

Nursing students' experience of an alternative model for supervision during practical studies in the municipal health service: A qualitative study

Aim

The aim of the study is to describe how Norwegian nursing students experience clinical practice when the Strengthened Supervision in Practice model is used together with peer learning.

Background

Clinical practice is one of the most important parts of nursing education and the nurse supervisor plays an important role in the education of nursing students. Challenges arise because nursing students do not always receive quality supervision in practice. The quality of supervision affects the learning outcomes and well-being of the students during clinical practice. To meet the challenge that students do not always receive high-quality supervision, we wanted to try out a new supervision model Strengthened Supervision in Practice. Peer learning was also tried out in clinical practice.

Method

The study used a qualitative design. Data were collected from three focus group interviews with a total of 11 nursing students participating.

Findings

Clinical nurses are the most competent to supervise and assess nursing students in clinical practice. Peer learning provides safety in a learning situation.

Conclusions

This study shows that the supervisor and their supervision competence are important for the student's learning. Cooperation with the lecturer in common meetings is important to make sure supervisors have quality guidance and assessment skills. The Strengthened Supervision in Practice model seems to meet expectations, but further research is necessary to develop the model further.

Application of a peer learning and assessment model in an undergraduate pharmacy course

BACKGROUND

Timely and accurate feedback is a crucial component for effective undergraduate learning. However, with the expansion of university enrolment in China, student numbers have increased rapidly and, in traditional university classrooms, it is often difficult for the teacher - as the only evaluator - to accommodate students' diverse needs and learning styles, and provide timely learning feedback. In our teaching practice research, we combined mutual peer evaluation with cooperative learning, and proposed a peer learning and assessment model (PLAM) that encouraged students to cooperate and compete, leading to greater efficiency in giving feedback. The ultimate goal was to improve students' learning ability. This study aimed to investigate the effect and influencing factors of PLAM in an undergraduate course entitled 'Medicinal Chemistry of Natural Products'.

METHODS

We surveyed the entire pharmacy student body (95 students). Each student was required to provide feedback to the other members within the same study group and students in other groups. We evaluated the effectiveness of PLAM in five aspects: basic information, learning attitude, participation, interpersonal relationship, and organizational approach. The questionnaire was administered online using the Star survey platform. Data were exported to Excel and meta-analysis was performed using SPSS.

RESULTS

PLAM effectively increased feedback efficiency, enhancing students' learning interest and ability. An ordered logistic regression analysis model was used to analyze the factors influencing the PLAM learning effect. Three factors - learning attitude, participation, and interpersonal relationship - explained up to 71.3% of the model.

CONCLUSIONS

The PLAM adopted in this research is an effective learning and evaluation model that can promote collaborative learning and increase learning enthusiasm. It is more suitable for knowledge expansion learning and comprehensive practical learning where teachers cannot be present for the entire process. Students should be encouraged to establish appropriate learning attitudes and a positive group atmosphere. PLAM can positively impact college curriculum learning and could be extended to other teaching domains.

Preparing allied health students for placement: a contrast of learning modalities for foundational skill development

BACKGROUND

With increasing pressure on placement capacity for allied health students, a need for novel and creative means through which students can develop foundational skills and prepare for practice-based learning opportunities has arisen. This study aimed to explore the experiences of domestic and international first-year students completing pre-clinical preparation programs, contrasting between in-person simulation and online options to contribute to best practice evidence for program design and delivery.

METHODS

First-year students from physiotherapy, podiatry and occupational therapy self-selected to either a one-weeklong in-person simulation program or an online preparation for placement program. An integrative mixed-methods approach was employed. Qualitative findings from student focus groups were analyzed by reflexive thematic analysis and complemented by quantitative pre-post questionnaires which were examined for patterns of findings.

RESULTS

There were 53 student participants in the study (simulation n = 29; online n = 24). Self-selecting, international students disproportionately opted for the simulation program while older students disproportionately selected the online program. Students appeared to benefit more from the simulation program than the online program, with alignment of focus group findings to the quantitative questionnaire data. The in-person simulation allowed students to apply their learning and practice patient communication. All simulation students reported asubsequent increase in confidence, although this seemed particularly marked for the international students. By contrast, the online program was most effective at developing students' clinical reasoning and proficiency with documentation. Both programs faced minor challenges to student perceived relevance and skill development.

CONCLUSION

Both online and in-person simulation preparation programs were perceived to enhance readiness and foundational skills development for novice allied health students, with the practical nature of simulation generating more advantageous findings. This study provides useful information on the benefits and challenges of both types of delivery for foundational skills development and/or clinical preparation of allied health students.

Impact of dyadic practice on the clinical self-efficacy and empathy of nursing students

BACKGROUND

Dyadic practice of learners creates supportive learning. So far, few studies have investigated the impact of this approach on students' empathy and self-efficacy. This study aimed to investigate the effect of dyadic practice on nursing students' clinical self-efficacy and empathy.

METHODS

This study was based on a pretest-posttest randomized group from September to December 2018. All the junior nursing students (n = 44) were divided into intervention (n = 22) and control groups (n = 22) using stratified random sampling. The intervention group was trained for 6 days as student dyads, while the control group was under the supervision of an instructor and worked individually. The students' levels of empathy and self-efficacy were evaluated on the first day (pretest) and the last day (post-test) by The Self-Efficacy in Clinical Performance Scale and Mehrabian and Epstein empathy scale. The data were analyzed using the SPSS software by Fisher's exact test, Mann-Whitney test, independent t-test paired t-test, Wilcoxon signed-rank, and Analysis of covariance.

RESULTS

Dyadic practice increased empathy in the intervention group compared to the control group (P < 0.001). The adjusted mean of total empathy in the intervention group was 21.1 degrees higher than the adjusted mean of total empathy in the control group. However, no significant differences were found between the two groups in clinical self-efficacy (P = 0.762).

CONCLUSIONS

The employment of this approach seems helpful in creating an empathic atmosphere. However, further studies are required to prove the effectiveness of this method on self-efficacy.

Nurse anesthetist students' experiences of peer learning in clinical education - A qualitative study

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.

A scoping review of clinical skill development of preregistration registered nurses in Australia and five other English-speaking countries

AIM

The aim of this scoping review is to synthesise current evidence around the clinical skill development of preregistration registered nurses (RNs) in Australia, United Kingdom (UK), Ireland, United States (US), Canada and New Zealand, to inform nurse education, policy and clinical practice.

BACKGROUND

Nursing is a practical profession, and registered nurses require specific skills, knowledge and attributes in order to care for patients safely. The context for health care delivery is shifting, and the education of nurses must adapt to effectively equip the registered nurse of the future.

DESIGN

A scoping review was conducted of clinical skill development in preregistration nurses. CINAHL Plus, MEDLINE, Health Source (Nursing/Academic edition) and Scopus were searched. Included studies were primary Australian studies and international literature reviews, which focussed on preregistration nursing education. Papers were written in the English language and focussed on clinical skill development. Results were synthesised narratively. The review is reported here in accordance with the Preferred Reporting Items for Systematic Review and Meta-analyses Scoping Review extension (PRISMA-ScR) guidelines.

RESULTS

One hundred fifty-five Australia studies and 89 international reviews were included in the review. Six key themes were identified, namely clinical skills, approaches to teaching and learning, interprofessional education, assessment of learning, clinical placement and simulation.

CONCLUSION

There is substantial variation in strategies and programmes to facilitate clinical skill development both within Australia and internationally, indicating a genuine shift away from traditional didactic pedagogy. New graduate registered nurses were expected to be "work-ready," albeit at a novice level, when they enter the workplace. Future research should consider measures of impact on actual clinical practice and focus on developing work-ready graduates for the range of clinical settings in which they may practice. Educators, policymakers and educational institutions can use these findings to inform curriculum developments to ensure that clinical skill development is evidence-based.

A supportive clinical learning environment for undergraduate students in health sciences: An integrative review

BACKGROUND

The clinical learning environment is a platform where theory and practice should be integrated in a safe environment. However, many students experience the clinical learning environment as "stress provoking", because this environment is not always supportive.

OBJECTIVE

The aim of the article is to report on a study that synthesized the evidence on strategies for providing a supportive clinical learning environment for undergraduate students in health sciences.

DESIGN

The integrative review followed the methodology of Whittemore and Knafl (2005).

DATA SOURCES AND REVIEW METHODS

We searched MEDLINE with Full Text, CINAHL with Full Text, Academic Search Ultimate, PsycINFO, Health Source: Nursing/Academic Edition, ERIC, Africa-Wide Information, OpenDissertations, CAB Abstracts, MasterFILE Premier, SocINDEX with Full Text, SPORTDiscus with Full Text and PsycARTICLES. Other data sources included grey literature and reference lists. The filtering process, quality appraisal and data extraction were carried out by at least two independent reviewers. Thematic analysis was used to analyse the data.

RESULTS

The search yielded 500 studies, of which nine studies met the inclusion criteria. The generated data culminated in a clinical learning environment mindmap that highlights, firstly, a network of carefully selected supporters who may have specific clinical responsibilities while supporting undergraduate students in clinical learning. Secondly, the relationship between the student, student supporter and clinical staff should create a sense of belonging, self-efficacy and self-directedness. This relationship is influenced by the roster, the ratio of students to student supporters, and appropriate learning opportunities. Thirdly, higher education institutions and healthcare providers should support students and student supporters through formal partnerships.

CONCLUSIONS

The synthesis of the evidence provided new insights regarding creating and maintaining supportive clinical learning environment strategies for undergraduate students in health sciences. These strategies may be implemented in innovative ways to provide students with the best clinical learning opportunities.

Domains of competence in midwifery students: a basis for developing a competence assessment tool for iranian undergraduate midwifery students

BACKGROUND

Current study was conducted with the aim of explaining domains of clinical competence in undergraduate midwifery students so that it addresses the challenges in midwifery curriculum and improving clinical assessment methods in Iranian undergraduate midwifery students.

METHODS

Qualitative approach and conventional content analysis were used in the design of the present study. The research setting included midwifery and nursing schools and hospitals and health centers affiliated to Tehran and Guilan universities of medical sciences in Iran. The target population consisted of undergraduate midwifery students in the fourth to eighth semesters of school, midwives working in hospitals and health centers, midwifery faculty members, and obstetricians. The participants were selected through purposive maximum variation sampling, which continued until data saturation. After in-depth semi-structured interviews, the content of the interviews was analyzed according to the steps proposed by Zhang & Wildemuth.

RESULTS

Twenty-four people participated in this study, including seven midwifery students, seven midwives, nine midwifery and reproductive and sexual health faculty members, and one obstetrician. The participants were aged 20-56 years and their mean age was 39.75 years. Their level of education varied from midwifery student to PhD. The mean work experience of the participants was 13.62 years and the mean duration of the interviews was 48 min. The analysis of the data obtained from the experiences of the participants led to the formation of the four categories of ethical and professional function in midwifery, holistic midwifery care, effective interaction, and personal and professional development, along with ten subcategories.

CONCLUSION

The findings of the present study showed that clinical competence in midwifery students involves different domains that correspond well overall to the general definitions of clinical competence in different sources. These findings can be used as a basis for the design and psychometric assessment of a clinical competence assessment tool for undergraduate midwifery students.

Nursing students' experiences and perception of peer feedback: A qualitative systematic review

BACKGROUND

Peer feedback is an effective learning tool for students, improving academic performance and learning satisfaction. In nursing education, it has been widely used in the assimilation of clinical skills. However, the effectiveness of peer feedback as an educational intervention needs to be evaluated holistically beyond intervention research, considering students' perception to garner valuable insights to guide the successful implementation of peer feedback.

OBJECTIVE

This review aimed to consolidate the qualitative evidence exploring perceptions and experiences of nursing students who have used peer feedback as a learning tool.

DESIGN

Qualitative systematic review.

DATA SOURCES

Nine databases were searched from their respective inception dates until December 2021.

REVIEW METHODS

Data were extracted using a modified Joanna Brigg's qualitative data extraction tool, and the Critical Appraisal Skills Programme (CASP) tool was used to appraise the quality of included studies. Meta-synthesis was done using Sandelowski and Barroso's two-step approach.

RESULTS

The review included 14 studies and the synthesis identified an overarching theme: 'feeling lost to finding ways' and four themes: (1) An uncomfortable learning experience; (2) confronting disagreements; (3) greater engagement with learning; and (4) value added beyond learning.

CONCLUSION

The present review summed up the wide range of nursing students' experiences, from feeling inadequate and having little confidence in the usefulness of peer feedback to reaping valuable benefits in terms of teamwork and leadership skills. The nursing curriculum could include peer feedback; however peer students adequate training and support. Future research could focus on developing and evaluating preparatory programs to improve the learning experiences of nursing students using peer feedback.

Learning on the periphery: a modified Delphi study of a nursing student communities of practice model

OBJECTIVES

To develop a contemporary student placement model to address current placement challenges, impact student learning, and alleviate supervisor burden.

METHODS

A modified Delphi technique was used to seek opinions, insights, and creative solutions.

RESULTS

A draft Communities of Practice placement model, based on a systematic literature review, was introduced to a heterogenous expert panel (n=12). A contemporary placement model was developed and refined via video conference and email over three rounds.

CONCLUSIONS

Despite initial reluctance concerning a new model, participants became conversant with the concept of peer-to-peer learning, where incidental, albeit essential, learning and support occurs between students, which also supports supervising staff. Greater flexibly and student screening were also incorporated to enable greater learning, confidence building, and reflection. The model's success is contingent upon students working within their scope of practice and provides a contemporary approach to best responds to student, education provider, and health service needs.

Peer-assisted learning in medical education: A systematic review and meta-analysis

OBJECTIVES

The prevalence of peer-assisted learning (PAL) featuring alongside the core medical curriculum is increasing; however, the evidence base for PAL's efficacy on academic performance is limited. This systematic review of randomised studies of PAL in medical school sets out to assess the impact of PAL on academic outcomes in medical school and evaluate whether PAL confers a benefit in specific educational contexts.

METHODS

A literature search was conducted across MEDLINE, Ovid Embase, Web of Science and Education Research Complete. Titles and abstracts were screened, and records were selected following strict eligibility criteria. Following full-text assessment for eligibility, two reviewers independently extracted data from the final selection of records and a meta-analysis was performed. Studies were classified using a modified version of Kirkpatrick's levels of learning. Student test scores were standardised by calculating the standardised mean difference (SMD).

RESULTS

Twenty-seven randomised controlled trials were eligible for inclusion, and twenty-one provided sufficient and complete data to enable meta-analysis. There was a significant improvement in the academic performance of medical students who received PAL compared with those in the control group (SMD = 0.52 [95% confidence interval 0.18-0.85]; p = .003). The impact of PAL was greater amongst clinical medical students (SMD = 0.63; p = .02) than preclinical medical students (SMD = 0.39; p = .08) and when used for teaching practical skills (SMD = 0.69; p = .001) compared with theory (SMD = -0.11; p = .21). Students taught by PAL also achieved better results in assessments conducted more than four weeks after course completion (SMD = 1.20; p = .04). [Correction added on 8 November 2020 after first publication. The data values in the Results section have been corrected in this version.] CONCLUSIONS: Medical students experiencing PAL benefit in terms of academic performance, relative to those not receiving PAL. PAL is of greatest value in the clinical stages of training and for practical skills. The long-term outcomes of PAL remain a priority for future research.

The Effect of Peer Teaching on the Quality of Report Writing Based on the Nursing Process

Background

Considering the importance of report writing and its problems, different teaching methods can be used to improve nurses' knowledge and performance, among which is peer teaching. This study aimed to determine the effect of peer teaching on the quality of report writing based on the nursing process.

Materials and Methods

This quasi-experimental study examined 60 nurses working in the surgical and cardiac wards of Razavi Hospital in Mashhad during 2019. These wards randomly assigned to intervention (n = 30) and control (n = 30) groups. For 2 weeks, report writing teaching was implemented for the intervention group based on the nursing process through peer teaching. The control group routinely performed report writing. At the beginning and end of the study, we reviewed nursing reports of both groups using a valid and reliable checklist. Data were analyzed using two-way analysis of variance with repeated-measures analysis of variance.

Results

Before the intervention, there was no significant difference between the two groups in terms of scores of report writing quality in structure, content dimensions, and the total scores (p > 0.05). After the intervention, the mean score changes were significantly higher in the structure (Mean Difference (MD) = 4.99, 95%CI: 1. 26-8.72, p < 0.010), content (MD = 8.11, 95%CI: 4.91-11.31, p < 0.001), and the total quality of report writing (MD = 7.54, CI: 4.56-10.53, p < 0.010) in the intervention group than the control group.

Conclusions

Peer teaching improved the nurses' quality of report writing. The teaching planners are recommended to use this method to train nursing staff.

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

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.

Professional nurses' perceptions regarding clinical competence of community service nurses in North West province, South Africa

Background

South African Nursing Council requires nurses who successfully complete their training to perform a year of community service before obtaining registration as professional nurses (Regulation 425). Community service for health professionals was introduced as a strategy to retain newly qualified professionals within the country. The premise is that community service for newly graduated nurses gives them the opportunity to develop skills and acquire knowledge critical in their professional development.

Aim

To explore and describe the perceptions of professional nurses as the supervisors of community service nurses (CSNs) during their 12 months of community service.

Setting

Selected hospitals of the North West province, South Africa.

Methods

A qualitative, exploratory and descriptive design was used. The study was conducted between September and November 2018 at three public hospitals in the North West province. Through purposive sampling, 15 professional nurses who supervise CSNs participated in the study. Data were collected in three focus group discussions using semi-structured questions. All focus group discussions were recorded and transcribed for analysis. Data were analysed using Pienaar’s four steps of thematic analysis.

Results

Three themes emerged: perceptions of clinical competence, challenges impacting clinical competence and suggestions to improve clinical competence.

Conclusion

It is suggested that even though the majority of CSNs were perceived to be competent and capable of working independently, they still required supervision and mentorship to refine their competency. Furthermore, the study reported similar challenges noted from previous studies that were perceived to be affecting CSNs’ ability to deliver quality health care, and therefore recommendations for improvement were made.

Contribution

The study contributed to the developed the clinical competence evaluation tool which will be of benefit to the future community service nurses in the province.

Registered nurse preceptors' perceptions of changes in the organisation of clinical placements in psychiatric care for undergraduate nursing students: A mixed-methods study

AIM

The aim of this study was to investigate the perceptions of registered nurse (RN) preceptors working in psychiatric care concerning the organisation of clinical placements and their own preceptor role with undergraduate nursing students.

BACKGROUND

Clinical placements play a central role in undergraduate nursing education, and it is crucial that psychiatric care clinical placements are of high quality.

METHODS

The RNs' perceptions before and after the introduction of changes in the organisation of clinical placements were compared. A total of 103 surveys with quantitative and qualitative data were returned, from 59 RN preceptors at baseline and 44 RN preceptors at follow-up. Data were analysed with non-parametrical statistics and qualitative content analysis.

RESULTS

The majority of RN preceptors perceived the changes to have been beneficial, but there was still a desire for the students to have more time in their psychiatric care clinical placements according to the RN preceptors. At follow-up, significantly more RN preceptors perceived that they had an intentional pedagogical foundation for their precepting.

CONCLUSIONS

We conclude that the changes introduced into the clinical placement are beneficial, but there is still need for further improvement in relation to the amount of time student nurses spend in psychiatric clinical placements and in the opportunities provided for RN preceptors to attend preceptor preparation courses.

Model for Improvements in Learning Outcomes (MILO): Development of a conceptual model grounded in caritative caring aimed to facilitate undergraduate nursing students' learning during clinical practice (Part 1)

AIM

The aim was to describe the development of a caritative caring conceptual model aimed to facilitate undergraduate nursing students' learning during clinical practice.

DESIGN

An explorative design was used.

METHODS

The Delphi method with a panel of 12 experts together with a literature search with a systematic approach were used and data were analysed according to content analysis.

RESULTS

The Model for Improvements in Learning Outcomes (MILO) consists of eight core concepts divided into four intrapersonal concepts (nursing, a reflective approach, a critical approach, quality and safety) and four contextual concepts (peer learning, co-clinical teachers, student-centred and student-active supervision, a good learning environment). MILO is grounded in the theory of caritative caring with a hermeneutic approach and the understanding of caring and learning as parallel processes. Tools such as reflection, structure and guiding pm are used to intertwine caring, nursing, pathophysiology and medicine.

CONCLUSIONS

MILO intertwines didactics with concepts important for nursing students' learning with a foundation in caritative caring and may facilitate undergraduate nursing students' learning in clinical practice.

Facilitating learning on clinical placement using near-peer supervision: A mixed methods study

BACKGROUND

Graduating nursing students report lower competence in leadership and delegation skills, which may be due to lack of sufficient opportunities to practice leadership skills such as delegation and supervision. A near-peer clinical supervision model, in which third-year students supervise first-year students on placement, may provide a mechanism to develop graduating students' leadership skills while improving the learning experience for junior students.

OBJECTIVES

To evaluate nursing students' experiences and perceptions of participating in a near-peer clinical supervision model.

DESIGN

A mixed methods design including an anonymous post-placement survey of students, and a group interview.

SETTINGS

Medical and surgical wards in three Australian hospitals.

METHOD

Forty-three first-year nursing students were supervised by 92 third-year nursing students on clinical placement under the supervision of a registered nurse in a near-peer supervision model.

RESULTS

Twenty-seven first-year (69.2%) and 43 third-year (46.7%) students completed the questionnaire. First-years reported that being supervised by a senior student was a positive experience and would recommend it to other students (4.49/5 ± 0.71), and indicated that third-year students behaved professionally, were knowledgeable, and provided opportunities to ask questions (4.52-4.81/5). Third-year students reported gaining confidence, teaching, delegation and leadership skills (4.21-4.49/5). Qualitative responses supported the quantitative findings. Additional findings were the need for greater preparation of ward registered nurses to work in the model.

CONCLUSIONS

Both groups enjoyed working in a near-peer clinical supervision model. The model provided opportunities for senior students to develop leadership and delegation skills and a positive experience of placement for junior students. Further attention to preparation of ward registered nurses would improve model delivery.

Implementing Peer Tutoring for the Development of Empathy in Nursing Education

OBJECTIVES

This research sets out the effects of a training method based on peer tutoring, aimed at developing empathy among nursing students at the University of Barcelona (Spain).

METHODS

After initial training, students are matched in pairs with similar level of empathy, exchanging the role of tutor and tutee in every session, during 12 sessions. Before the session, the tutor prepares the activities to work with his or her tutee, following this structure: exploration of prior knowledge, explanation, practical activities, feedback, and reflection. Jefferson Scale of Empathy was administered as pre-test and post-test to 76 nursing students, 40 in the intervention group, and 36 in the comparison group. Following a mixed-methods sequential explanatory design, a quantitative study (a quasi-experimental design with a comparison group) was combined with a qualitative study (interaction analysis of the 12 videotaped sessions).

RESULTS

The results revealed statistically significant improvements in empathy in the intervention group. Subsequent analysis of the peer tutoring interaction highlighted the specific actions that had resulted in these improvements and generated a context in which the tutee was able to understand complex concepts, while enabling both students to participate, reflect and discuss.

CONCLUSIONS

Peer tutoring is an effective method for the development of empathy in nursing students.

Blended Learning Using Peer Mentoring and WhatsApp for Building Capacity of Health Workers for Strengthening Immunization Services in Kenya

Innovative learning strategies are needed to improve frontline health workers' skills for achieving immunization coverage goals—now even more important with COVID-19. Peer mentoring and WhatsApp networking are low-cost and useful blended learning methods for need-based and individualized capacity building of health workers for improving immunization services that don't disrupt the health care workers' regular work.

Evidence from available studies suggests that peer mentoring is a useful tool to build health workers' knowledge, skills, and practices. However, there is a dearth of research on use of this method of learning in immunization programs. Although WhatsApp has been used as a networking platform among health care professionals, there is limited research on its potential contribution to improving the immunization competencies of health workers. This study showed that peer mentoring and WhatsApp networking are useful blended learning methods for need-based and individualized capacity building of health workers providing immunization services. Future research to assess the comparative cost-benefit between classroom-based training and peer mentoring (along with WhatsApp networking) will be useful.

How does group cooperation help improve self-directed learning ability in nursing students? A trial of one semester intervention

BACKGROUND

Self-directed learning (SDL) ability prepares nursing students to adapt to learning after graduation. Jiang An-li's four-dimension model of SDL ability includes the "ability of self-management, ability to apply learning strategy, ability to obtain information and ability to cooperate". Students learning in small heterogeneous groups get the opportunity to work with peers from different backgrounds.

OBJECTIVE

To explore the effect of group cooperative learning on improving SDL ability and its possible path.

DESIGN

A quasi-experimental design was adopted.

PARTICIPANTS

Ninety nine sophomore nursing students (Mean age 21.29 ± 0.57) were enrolled in the study. Using the cluster sampling method, thirty students in one administrative class were arranged as a Group Cooperative Class (GCC) and another class (with 69 students) were arranged as a Conventional Class (CC).

METHODS

The teaching materials in both the GCC and the CC were from the same course - Fundamental Nursing Theories. The teaching activities in the GCC focused on group learning while those in the CC focused on the educator. Scale of SDL Ability (SSDLA) was employed to measure the SDL ability. SSDLA data and class evaluations were collected.

RESULTS

There were statistically significant differences in the total scores of SSDLA and sub dimensions of "ability of self-management", "ability to cooperate" between the GCC and the CC. The GCC scores of a paper test at the end of the semester were higher than those in the CC, with no statistical significance (p > 0.05). GCC students' evaluation of the course was higher than the CC's evaluation, but there was no statistical significance except on the questions of "diversity of teaching methods" and "flexibility of teacher-student interaction" (P < 0.05).

CONCLUSIONS

The result of the current study is consistent with Jiang's four-dimension model and suggests that heterogeneous group learning in a small capacity class improves nursing students' SDL ability, possibly through improving their self-management and cooperation abilities.

Effect of classmate as peer-led education on clinical performance: A mixed-method study

BACKGROUND

Achieving an excellent clinical education by nursing students is one of the primary goals of any nursing school. Nursing educators try to use different methods to enhance clinical skills. One of them is a peer-led method that can be used in theoretical and clinical education. It is developing as a suitable educational method to promote health. This study assessed the effect of classmates as peer-led education on the clinical performance of nursing students.

MATERIALS AND METHODS

This study was conducted using a mixed-method approach and a sequential explanatory design. In the quantitative phase, a quasi-experimental study with a two-group pre- and post-test design was conducted. The sample of this phase consisted of 70 nursing students (35 persons in each group) who were selected through random convenience sampling. The intervention group participated in a peer-led education program. The control group received routine training. The members of both groups completed the clinical performance checklist before, and after the intervention, The collected data were analyzed using SPSS V21 software using descriptive and inferential statistics. In the qualitative phase, the researchers interviewed 18 undergraduate students using semi-structured in-depth and face-to-face approaches. These participants were selected by purposive sampling method. Data were analyzed using conventional content analysis. MAX DATA 10 was used to categorize the data. To establish the reliability and validity of findings, Graneheim, and Landman's criteria were considered.

RESULTS

In the quantitative phase of the study, the results showed that the mean score of clinical performance was not statistically significant between the control and intervention groups before the intervention (P > 0.05). At the same time, it was significantly different after the intervention (P < 0.05), implying that the peer-led education of the intervention group significantly increased compared to that of the control. The main theme was "learning based on friendship," which included two categories, namely "deep learning" and "learn in the shadow of relaxing."

CONCLUSION

Classmate as peer-led education could increase the ability of nursing students in clinical performance, and was able to enhance deep learning among them.

Integrating Peer Learning Activities and Problem-Based Learning in Clinical Nursing Education

INTRODUCTION

The implementation of nursing clinical learning in Indonesia has several challenges that require innovation in the learning method strategy. The method that has been used so far focuses on the hierarchical relationship between lecturers/preceptors and students, so that there are many shortcomings in learning outcomes. The application of the method of active learning with Peer Learning (PL) and Problem Based Learning (PBL) techniques has proven effective in classroom learning, but its rarely found in clinical learning.

OBJECTIVE

The purpose of this study was to determine the effectiveness of the PL and PBL towards the achievement of clinical learning in nursing students.

METHODS

The research method used a true experiment with a posttest only control group design, the sampling technique was taken by randomize control trial. An instrument for clinical learning achievement using AssCE.

RESULTS

The analysis was carried out as descriptive and bivariate. The results showed the mean in the experimental group was 7.059 and the control group was 6.325. Further statistical test results were obtained p-value = 0.001 (p < 0.05) which showed that the average score there were differences in clinical learning achievement development scores.

CONCLUSION

Clinical learning using peer learning and PBL methods can directly improve various aspects of student competency achievement.

Peer learning in clinical placements in psychiatry for undergraduate nursing students: preceptors and students' perspective

Aim

To describe the experiences of peer learning in psychiatric inpatient settings during clinical placement of undergraduate nursing students and to highlight the possibility for peer learning in psychiatric outpatient settings.

Design

A qualitative inductive design.

Method

Questionnaires with 14 students and 12 preceptors in inpatient and outpatient care and interviews with one student and one preceptor in outpatient care were analysed with content analysis.

Results

Students and preceptors perceived learning benefits with peer learning. They described how learning increased through exchange of knowledge and how collaboration created security and independence, structured learning activities were appreciated as a learning tool. Incompatibility of students was an issue that could be overcome. Peer learning was perceived to contribute to a secure learning atmosphere, increased self-confidence and to provide a deeper understanding of psychiatric nursing. Peer learning was described as promoting discussion and reflection on practice and preparing nursing students for their future profession.

Peer Learning: An Effective Teaching-Learning Method for Improving Ability in Arterial Blood Gases Interpretation

Background: Competent nurses are expected to be able to interpret arterial blood gases (ABGs). The benefits of peer learning, an innovative teaching-learning method today, have long been recognized. However, to date, no studies have compared the effect of this method and the traditional classical method in interpreting ABGs. Purpose: This study aimed to compare the effect of peer learning and classical learning methods on the nurses’ ability to interpret ABGs. Method: This was a quasi-experimental research with pre and post-test design. Forty ward nurses were invited in the peer learning method group, and another 40 ward nurses were invited in the classical learning method group through a randomization process. Data were collected using a questionnaire before and after the educational intervention. The classical class was taught by an experienced trainer, while peer groups, divided into groups of 5-6, were taught by one member of each group who obtained the best pre-test score and received special training first. The analysis of data was performed by t-test.Result: The result showed that after the intervention, the mean score of interpreting ABGs in the peer learning group increased by 3.18±1.12 (p<0.001), while in the classical learning method, it only increased by 2.32±0.988 (p<0.001). Although there were significant increases in ABGs analysis’s ability in both groups, the peer teaching-learning group demonstrated a significantly greater improvement in interpreting ABGs (p<0.001).Conclusion: The peer learning method facilitates a more significant improvement in the nurses’ ability for ABGs interpretation. Peer learning is appropriate as one of the methods in clinical education for nurses.

"You have to be okay with okay": experiences of flourishing among university students transitioning directly from high school

Mental health is central to overall wellbeing and, for students attending university, mental health is critical for learning and academic success. A wealth of research has focused on young people who experience psychosocial declines during academic and developmental transitions, but little is known about how young people flourish in this transition. The first to explore the experiences of flourishing among first-year Canadian university students making the transition directly from high school, this study sought to develop an understanding of: 1) the factors that promote flourishing amidst this academic and developmental transition, and 2) how first-year students define and experience flourishing. An interpretive phenomenological approach underpinned by Gadamerian hermeneutic philosophy was used to explore experiences of flourishing, using semi-structured interviews, in a sample of nine full-time, first-year university students, ages 18-20 years. What it meant to flourish amidst this developmental and academic transition and how participants defined flourishing offer new understandings of the concept associated with: 1) personal/individual aspects of flourishing, 2) contextual nature of flourishing, 3) temporality of flourishing, 4) dialectic aspects of flourishing. Implications for practice, policy, and research in light of these new understandings are discussed.

Learning never stops: Evaluation of peer teachers in high fidelity simulation

BACKGROUND

Nurse educators have used peer teaching as a means of providing effective learning to peer learners and enhancing peer teachers' comfort with teaching. There is a lack of evidence related to providing feedback to peer teachers. Receiving feedback may enhance peer teachers' knowledge synthesis and understanding of the teaching process.

METHODS

We utilized a mixed methods approach to determine if an evaluation instrument was valid and helpful to peer teachers. Both peer learners and educators completed evaluations of peer teachers, which were then compared. After receiving summarized feedback, peer teachers completed a survey regarding their experience.

RESULTS

There were no statistical differences between peer learner and educator ratings of peer teachers. Peer learners indicated they found peer teachers to be helpful in the high fidelity simulation setting. Peer teachers indicated satisfaction with the experience. Analysis of qualitative comments on peer-teacher surveys resulted in the identification of three themes: (a) validation of knowledge growth; (b) increased comfort with teaching; and (c) enhanced appreciation of teaching.

CONCLUSIONS

Peer teaching may enhance knowledge gain and synthesis for both peer teachers and peer learners. Enhanced comfort with teaching may lead to enhanced comfort in teaching both patients and peers in future practice.

Adverse Event Disclosure Training for Nursing Students: Peer Role-Play and Simulated Patients

Background Simulation has proven valuable in nursing communication training, but there are limited studies comparing the effectiveness of different training methods, especially in the area of adverse event disclosure (AED) training. Therefore, this study aimed to examine the impact of two training methods, peer role-play (PRP) and simulated patients (SP) on the self-efficacy and performance of nursing students in AED in a simulated environment. Methods Forty-four nursing students participated. Students' self-efficacy toward AED was assessed using the pre/post-test method. Also, students' performance was evaluated after the simulation encounter. Results It showed a significant difference in self-efficacy between the groups. However, no significant difference emerged between the groups in performance. Conclusion This study provides a basis for comparison of these two methods in patient communication training. Educators should consider their resources and expected learning outcomes in designing the emotionally draining adverse event disclosure training.

Self-Directed and Lifelong Learning: A Framework for Improving Nursing Students’ Learning Skills in the Clinical Context

Self-directed lifelong learning is an important competency for nursing students to meet their professional development, yet it can be challenging for some students to acquire self-directed learning skills in a clinical context. A framework based on Hiemstra and Brockett’s “Person, Process, Context” model was developed to promote nurses' self-directed lifelong learning. The implication stems from our expectation that the framework can accelerate the development of interpersonal and intellectual skills valuable to a nursing student’s lifelong learning process.

Learning through structured peer discussion: An observational study

BACKGROUND

Clinical experiences are an essential foundation of nursing education. While there have been many significant investigations into models of clinical education and student learning, how students 'make sense' of their experiences is less well investigated. Senior nursing staff in a tertiary health service partnered with nurse researchers to explore how students can learn more about practice through structured discussions with peers to promote shared understandings.

OBJECTIVES

The study aimed to evaluate the contributions to student learning from structured peer discussions about patient care.

DESIGN

Exploratory observational study of the effects of learning circle discussions on individual understanding of patient care.

SETTING

A metropolitan health service in southeast Queensland, Australia.

PARTICIPANTS

72 Bachelor of Nursing students in Years 2 and 3.

METHODS

Students developed concept maps about patient care prior to peer discussions, and subsequently added further concepts (in another colour of text) after those discussions. Researchers' review of student generated concept maps and coded concepts indicated a five a priori ways of knowing categories: empirical, aesthetic, ethical, personal and socio-political. Descriptive analysis of categories was then conducted.

RESULTS

Empirical knowing was high in both groups, with more concepts included in Year 3 student maps. Aesthetic knowing was relatively high in both groups. Socio-political knowing was lower than anticipated overall. Personal and ethical forms of knowing were rarely included on the concept maps.

CONCLUSIONS

While clinical placement is valued for developing empirical and aesthetic forms of knowing, the other forms of knowing have value for patient and family care and warrant strategies to improve their further development. Developing strategies to support student learning of ethical and personal forms of knowing deserves further investigation.

Nursing students' perception of the clinical learning environment and supervision in relation to two different supervision models - a comparative cross-sectional study

Background

Knowledge concerning nursing students' experiences of the clinical learning environment and how supervision is carried out is largely lacking. This study compares nursing students' perceptions of the clinical learning environment and supervision in two different supervision models: peer learning in student-dedicated units, with students working together in pairs and supervised by a "preceptor of the day" (model A), and traditional supervision, in which each student is assigned to a personal preceptor (model B).

Methods

The study was performed within the nursing programme at a university college in Sweden during students' clinical placements (semesters 3 and 4) in medical and surgical departments at three different hospitals. Data was collected using the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale, CLES+T, an instrument tested for reliability and validity, and a second instrument developed for this study to obtain deeper information regarding how students experienced the organisation and content of the supervision. Independent t-tests were used for continuous variables, Mann-Whitney U-tests for ordinal variables, and the chi-square or Fischer's exact tests for categorical variables.

Results

Overall, the students had positive experiences of the clinical learning environment and supervision in both supervision models. Students supervised in model A had more positive experiences of the cooperation and relationship between student, preceptor, and nurse teacher, and more often than students in model B felt that the ward had an explicit model for supervising students. Students in model A were more positive to having more than one preceptor and felt that this contributed to the assessment of their learning outcomes.

Conclusions

A good learning environment for students in clinical placements is dependent on an explicit structure for receiving students, a pedagogical atmosphere where staff take an interest in supervision of students and are easy to approach, and engagement among and collaboration between preceptors and nurse teachers. This study also indicates that supervision based on peer learning in student-dedicated rooms with many preceptors can be more satisfying for students than a model where each student is assigned to a single preceptor.

Describing the perceptions of student nurses regarding barriers and benefits of a peer-mentorship programme in a clinical setting in KwaZulu-Natal

Background

Novice student nurses encounter challenges when making the transition to clinical learning because of the complex and unpredictable nature of clinical settings. A selected campus initiated a peer-mentoring programme based on research findings, which revealed that student nurses were inadequately mentored in clinical settings because of mentors experiencing work overload, time and resource constraints, staff shortage and patient-care demands.

Aim

The aim of this study was to describe the perceptions of student nurses regarding barriers and benefits of a peer-mentorship programme in a clinical setting.

Setting

The study was conducted in a clinical setting in KwaZulu-Natal.

Methods

A quantitative, descriptive design was used, whereby data were collected through questionnaires. A total of 56 mentors (third- and fourth-year nursing diploma student nurses) and 94 mentees (first- and second-year nursing diploma students) participated in the study.

Results

The mentors highlighted insufficient practice opportunities because of the short duration of the placement, time and resource constraints, and the simultaneous mentoring of too many students as barriers, while the mentees highlighted the reluctance of mentors to fulfil their roles and lack of dedication and unfriendliness as barriers to effective mentorship. The benefits of being a mentor were self-achievement, enhancement of skills and acquiring of positive work ethics, while the major mentee benefits included experiencing less anxiety, adapting to the clinical environment easily and being less intimidated in the clinical setting.

Conclusions

This study revealed that both mentors and mentees perceived peer-mentoring programmes as important to their clinical growth. However, these programmes require formative evaluations to address negative perceptions of student mentees and mentors and to identify challenges faced by them.

Snaps+: Peer-to-peer and academic support in developing clinical skills excellence in under-graduate nursing students: An exploratory study

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.

A Psychometric Evaluation of the Social Anxiety Scale for Adolescents in an Educational Setting

Social anxiety in adolescents oftentimes goes undetected because of the internalized nature of the disorder as well as adolescents’ reluctance to discuss their mental health. A reliable and valid self-report measure for assessing symptoms of social anxiety in adolescents for use in an educational setting is particularly important because of the burden that social anxiety can have in educational settings. This study aimed to test the previously proposed two-factor structure of the Social Anxiety Scale for Adolescents (SASA), Apprehension and Fear of Negative Evaluation and Tension and Inhibition in Social Contact, in an adolescent sample ( n = 215; 12-18 years; 90 female) in Ireland using confirmatory factor analysis (CFA). CFA validated the two-factor structure of the SASA previously found in Slovenian- and Spanish-speaking samples. Correlations with other measures of social anxiety also showed good validity for the SASA.

Academic monitoring and support of undergraduate nursing education programme: A middle-range theory

Background

Globally, there is consensus on the need for student support to address high student attrition and low throughputs, especially in nursing and midwifery programmes.

Objectives

This study analysed the implementation of academic monitoring and support (AMS) in an undergraduate nursing programme to generate a context-informed academic monitoring and support middle-range theory.

Method

An ethnographic design and grounded theory approach were adopted in this study. Data sources included individual and focus group interviews, observations, reflective conversations and document analysis. Ethical clearance was obtained from the University Research Ethics Board, and ethical principles were maintained throughout the study.

Results

The country’s contextual conditions emerged as conditions that necessitated a comprehensive approach to student support to increase throughput in a nursing programme that attracted students from diverse backgrounds. A shared common vision, supportive leadership, collaboration and investing resources in a student support programme that uses a comprehensive and holistic approach emerged as key to an AMS model that will yield the desired outcomes. Major concepts in an AMS middle-ranged theory generated included education for social justice, visionary leadership, comprehensive, holistic and intentional student support, AMS pillars, AMS threats and process and goal-oriented consequences.

Conclusion

Academic monitoring and support is a tool used to facilitate access of all deserving students to an undergraduate nursing programme and to ensure that they all have an equal chance to succeed academically, resulting in improved throughput rates. Strengthening support in clinical settings is recommended and further research to improve effectiveness of AMS programmes is suggested.

A systematic review of qualitative studies exploring peer learning experiences of undergraduate nursing students

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.

The learning space-interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

Purpose: Previous research shows that the learning space is significant for students’ learning in pairs in clinical practice but does not explain the meaning of the phenomenon. The aim of this study is thus to explain and understand the learning space that occurs in the interaction between the patients, the pairs of nursing students, and the supervisors on a developing and learning care unit in Sweden. Method: The study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on hermeneutics. A total of 39 informants, consisting of 16 patients, five pairs of students (10 students), and 13 supervisors, were observed and interviewed. Results: The results reveal that an interpersonal linkage between the patients, the students, and the supervisors is created within the learning space. A learning space, based on respect towards each other, creates the prerequisite for beneficial and supportive interactions that contribute to a deeper relationship. Conclusion: The phenomenon is complex due to its expandable nature and due to the fact that the learning space cannot be isolated from the surrounding environment. In order to exploit the potential of the learning space it is of importance to understand and consider the learning space as a whole.

Integrated training (practicing, peer clinical training and OSCE assessment): a ladder to promote learning and training

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.

Peer Teaching in High-Fidelity Simulation: Participant Experiences and Reflections

Peer teaching provides students with opportunities to experience the educator role and increase self-confidence and problem-solving skills. To address the shortage of meaningful leadership experiences for senior baccalaureate nursing students, faculty implemented an alternative leadership experience involving senior students taking on the role of peer teachers in the high-fidelity simulation (HFS) laboratory. We conducted focus groups to assess peer teachers and learners' experiences and used thematic analysis to examine and interpret the data. Findings included the intersection of learning, HFS, clinical experience, and teaching; the benefits of practicing teaching in a safe environment; how empathy enhanced understanding of the continuum of expertise; and power differentials experienced by peer teachers and learners.