Dianne Ramm1, Anna Thomson2, Andrew Jackson3. 1. School of Health and Social Care, University of Lincoln, Brayford Campus, Lincoln LN6 7TS, United Kingdom. Electronic address: dramm@lincoln.ac.uk. 2. School of Health and Social Care, University of Lincoln, Brayford Campus, Lincoln LN6 7TS, United Kingdom. Electronic address: athomson@lincoln.ac.uk. 3. School of Health and Social Care, University of Lincoln, Brayford Campus, Lincoln LN6 7TS, United Kingdom. Electronic address: A.Jackson1@uni.bsms.ac.uk.
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.
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.
Authors: Raphael Raniere de Oliveira Costa; Soraya Maria de Medeiros; José Carlos Amado Martins; Verónica Rita Dias Coutinho; Marília Souto de Araújo Journal: Rev Lat Am Enfermagem Date: 2020-06-19
Authors: Helen F Harrison; Elizabeth Anne Kinsella; Sandra DeLuca; Stephen Loftus Journal: Adv Health Sci Educ Theory Pract Date: 2021-10-21 Impact factor: 3.629