Expanding Simulation Capacity: Senior-Level Students as Teachers

Dumas, Bonnie P.; Hollerbach, Ann D.; Stuart, Gail W.; Duffy, Nancy

doi:10.3928/01484834-20150814-06

Cited by 19 publications

(15 citation statements)

References 8 publications

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“…The train-the-trainer concept has been proven effective with students, clinicians, peer-to-peer in similar diseases, and palliative care. [23][24][25][26] To our knowledge, the train-the-trainer method has not been evaluated with community stakeholder leaders in patient-centered geriatrics research. Subsequently, the aim of this research was to evaluate the extent of the dissemination of Pla-nYourLifespan.org, directly to older adults and their supporters, using a train-the-trainer model with community stakeholder leaders.…”

Section: Why Does This Paper Matter?mentioning

confidence: 99%

“…The new community stakeholder leaders then trained additional community stakeholder leaders. The train‐the‐trainer concept has been proven effective with students, clinicians, peer‐to‐peer in similar diseases, and palliative care 23–26 . To our knowledge, the train‐the‐trainer method has not been evaluated with community stakeholder leaders in patient‐centered geriatrics research.…”

Section: Introductionmentioning

confidence: 99%

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Dissemination of a long‐term care planning tool, PlanYourLifespan.org, through community‐based stakeholder leaders

Lindquist

Wong²,

Forcucci³

et al. 2022

J American Geriatrics Society

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Background Geriatrics research generally cumulates in academic journal publications, with variable diffusion to patients and communities. PlanYourLifespan.org is a free, evidence‐based tool that assists older adults, and their loved ones, to better understand and plan for their long‐term support needs. There is a need to effectively disseminate geriatrics research, such as PlanYourLifespan.org, to communities that may directly benefit from this research. Objective To leverage community‐based stakeholder leaders, utilizing a train‐the‐trainer program, to disseminate PlanYourLifespan.org and evaluate the extent of the dissemination. Methods Using a train‐the‐trainer strategy, community stakeholder leaders from the original study paired up with newly recruited community stakeholder leaders. New community stakeholder leaders were trained on dissemination, using a “how‐to‐disseminate” web‐based toolkit—developed as part of this project. Newly trained community stakeholder leaders subsequently trained additional community stakeholder leaders who conducted and tracked dissemination activities in their communities. Google Analytics tracked newly created PlanYourLifespan.org accounts, login sessions, and daily website visitors. Results Five newly trained community stakeholder leaders disseminated PlanYourLifespan.org over a three‐month period. Cumulatively, on the day of the dissemination activity, there were 11,361 PlanYourLifespan.org log‐ins (average: 378.7 log‐ins/activity day), 89,068 log‐ins (average: 2969 log‐ins/activity week) one‐week after the activity, and 319,154 log‐ins (average: 10,638 log‐ins/activity month) one month after the dissemination activity. Approximately 9.4 new PlanYourLifespan.org accounts were created one‐week post dissemination activity and over 1100 new accounts in the one‐month period thereafter. Conclusions Wide dissemination of PlanYourLifespan.org occurred by leveraging a train‐the‐trainer approach with community stakeholder leaders. Researchers should consider collaborating early on with community stakeholders to meaningfully disseminate results.

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Section: Why Does This Paper Matter?mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Dissemination of a long‐term care planning tool, PlanYourLifespan.org, through community‐based stakeholder leaders

Lindquist

Wong²,

Forcucci³

et al. 2022

J American Geriatrics Society

View full text Add to dashboard Cite

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“…Student centred-ness is characterised by recognition of learner autonomy (Naude et al, 2014) with a focus on creating active, learner-centred experiences (Jefferies, 2007). A practical application of student-centred learning within simulation pedagogy is the involvement of peers in a learning leadership role (Brown et al, 2014;Dumas et al, 2015;Owen & Ward-Smith, 2014) and greater collaboration between peers during simulation debrief (Onda, 2012). The opportunity for peer collaboration increases when the facilitator minimises instruction (i.e.…”

Section: Strategy 4: Student-centred Approach To Reflection: Peers Leading Learning and Collaboration For Practice Readinessmentioning

confidence: 99%

Optimising reflective capacity of nursing students after high fidelity simulation: A practical approach

Tutticci

Coyer

Ryan

2021

Australian Journal of Clinical Education

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Navigating simulation as a nursing student is challenging. It requires critical thinking, high levels of reflection and emotional investment. Reflection fatigue can result from knowing that reflection is important but feeling reluctant to expose oneself to critique. This practical discussion explores how nurse educators can optimise nursing students' reflective thinking within simulation and develop debrief strategies that optimise critical reflection. Debrief is a teaching and learning episode within simulation that aims to challenge students to develop their thinking and practice, without compromising instruction. Much debrief practice tends towards instruction at the expense of student self-exploration, and preparation for assessment at the cost of critical reflection. The practical approach to debrief discussed here is a timely reminder to step back and re-assess the practice of debrief. This discussion will assist nurse educators to implement a debrief that supports reflection at the highest level. Four familiar strategies of teaching and learning, when combined within debrief, can optimise the reflective capacity of nursing students: role modelling and vicarious observation, scaffolding of reflective thinking, emotional processing, and studentcentred reflection. The practical strategies presented are relevant to both Australian and international nursing higher education contexts.

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“…Peer-assisted learning in the context of nurse education has been widely used within the simulated clinical skills environment, utilising junior and senior student nurses. Peer learning supported the acquisition of new clinical skills for junior students, whilst senior students consolidated teaching skills (Stables, 2012, Dumas et al, 2015. Increases in clinical knowledge and skills as well as clinical competence were seen by medical students within the context of clinical simulation (Seifert et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

An exploration of peer-assisted learning in undergraduate nursing students in paediatric clinical settings: An ethnographic study

Carey

Chick

Kent

et al. 2018

Nurse Education Today

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Peer-assisted learning in undergraduate children's nursing students stimulates students in becoming engaged in their learning experiences in clinical practice and enhance collaborative support within the working environment. The benefits of peer-assisted learning in current clinical practice settings can be challenging. Therefore, education and practice need to be aware of the benefits and their contribution towards future strategies and models of learning.

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Expanding Simulation Capacity: Senior-Level Students as Teachers

Abstract: Findings suggest that the Senior Students as Teachers program, using the train-the-trainer model, was successful in preparing students as simulation instructors and has the potential for reducing faculty time and cost, as well as enhance student peer-to-peer learning.

Cited by 19 publications

References 8 publications

Dissemination of a long‐term care planning tool, PlanYourLifespan.org, through community‐based stakeholder leaders

Dissemination of a long‐term care planning tool, PlanYourLifespan.org, through community‐based stakeholder leaders

Optimising reflective capacity of nursing students after high fidelity simulation: A practical approach

An exploration of peer-assisted learning in undergraduate nursing students in paediatric clinical settings: An ethnographic study

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