Students as Facilitators: Experiences of Reciprocal Peer Tutoring in Simulation-Based Learning

Svellingen, Alette H.; Røssland, Anneline; Røykenes, Kari

doi:10.1016/j.ecns.2021.01.008

Cited by 16 publications

(15 citation statements)

References 19 publications

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“…Student reflections also noted that reviewing foundational skills and sharing knowledge with more novice students helped to build their confidence. These comments suggest that the preparation and reflection incorporated into CLL near‐peer learning activities were positive and successful motivational strategies to improve self‐efficacy, another important leadership skill 20–22 …”

Section: Discussionmentioning

confidence: 99%

“…These comments suggest that the preparation and reflection incorporated into CLL near-peer learning activities were positive and successful motivational strategies to improve selfefficacy, another important leadership skill. [20][21][22] Duffy et al 23 emphasizes the importance of educating all nurses to mentor novice nurses. The CLL experiences employed in this study allowed senior students to develop their mentorship skills.…”

Section: Discussionmentioning

confidence: 99%

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Fostering collaborative learning and leadership through near‐peer mentorship among undergraduate nursing students

et al. 2022

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Background Innovative teaching strategies in nursing education are essential with increasing enrollment. Collaborative learning and leadership (CLL) activities encourage near‐peer learning through mentorship between senior‐level and novice students while supporting teaching ratios in lab and clinical. In this study, senior nursing students' perceptions and performance during CLL activities were explored. Methods Final‐semester senior students participated in CLL activities and were evaluated on their leadership and engagement. Grading rubric results were summarized using descriptive statistics. Thematic analysis of students' post‐CLL reflections supported common themes. Results Students' average scores (97.53%) confirm students were prepared and engaged in CLL activities. Senior students enjoyed “building confidence” through these activities, with a consistent theme of “becoming a leader,” noted in reflections. Conclusion Near‐peer learning activities assisted senior students in development of leadership and communication skills, preparing them for nursing practice. Recommendations include developing instructions for varied CLL activities and exploring faculty perspectives regarding this experience.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Fostering collaborative learning and leadership through near‐peer mentorship among undergraduate nursing students

et al. 2022

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“…The facilitators can be either teachers or professional instructors. SBL can also be student-led, which here is understood as peer-to-peer learning where students guide and facilitate each other ( Schunk, 2012 ; Svellingen et al, 2021 ). The three phases of simulation are as follows: (1) briefing; (2) simulation; and (3) debriefing ( INACSL, 2016 ; Jeffries, 2021 ).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Moreover, previous studies have shown that nursing students are anxious about entering therapeutic communication with patients, especially when it comes to challenging and difficult conversations with mental patients ( Blake & Blake, 2019 ; Hall, 2017 ; Vandyk et al, 2018 ). When carried out before such practice, SBL provides students with a valuable learning experience which can reduce students’ anxiety ( Coleman & McLaughlin, 2019 ; Hall, 2017 ; Svellingen et al, 2021 ; Vandyk et al, 2018 ).…”

Section: Review Of Literaturementioning

confidence: 99%

Role Exchange in Student-led Simulation: The Importance of Nursing Students Taking the Role of Patients

2022

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Introduction As simulated patients in simulation-based learning, nursing students can contribute to a better understanding of the patient perspective in clinical practice. Objective The aim was to explore final-year nursing students’ experiences in roleplaying as patients in a student-led simulation of difficult conversations as a form of preparing for practice in mental healthcare and homecare nursing. Methods The study was conducted using a qualitative research design. After the student-led simulation, four of the students participated in multistage focus group interviews over a period of six months: the first interview was immediately after simulation and the second was after clinical practice. Findings One main theme was identified before clinical practice: “simulating the patient contributes to preparation for difficult conversations in practice.” Two main themes were identified after the students’ clinical practice: “simulation of both the nurse and patient lays the foundation for communicating with patients” and “the value of silence.” Conclusion The findings indicate that simulation training and role exchange when students roleplay both as the patient and nurse contribute to a greater understanding of the patient perspective, and students benefit from this when communicating with patients in clinical practice.

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“…Promove uma aprendizagem mais significativa e a transferência de competências comunicacionais para as experiências clínicas (Svellingen, Røssland, & Røykenes, 2021).…”

Section: Introductionunclassified

Tutoria por pares na educação em enfermagem: a voz dos tutores

Augusto

Mendes²,

Macedo³

et al. 2021

RIIS

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Enquadramento: as experiências pedagógicas que envolvem tutoria por pares têm sido cada vez mais diversificadas. No caso do ensino de enfermagem, a tutoria tem registado um aumento significativo. O presente estudo insere-se num Projeto de Inovação e Desenvolvimento do Ensino e da Aprendizagem - Tutorias por pares em contexto académico de Enfermagem (TutorParE). Tem como finalidade a promoção de estratégias pedagógicas inovadoras e promotoras do desenvolvimento de competências académicas e transversais nos estudantes do ensino superior. Objetivos: analisar a experiência dos tutores sobre a tutoria académica no ensino de enfermagem. Metodologia: o estudo desenvolvido, qualitativo, exploratório e descritivo, envolveu onze estudantes tutores do 4.º ano do curso de licenciatura em enfermagem, numa Unidade Curricular do 1.º ano do curso. Resultados: emergiram duas categorias: (1) desenvolvimento pessoal e; (2) aprendizagem colaborativa. A estratégia de tutoria por pares foi considerada útil na aquisição de conhecimentos e de competências nos estudantes, facilitando o desenvolvimento pessoal e a aprendizagem colaborativa. Conclusão: os achados reforçam a importância da adoção de práticas pedagógicas ativas e inovadoras, baseadas na tutoria por pares.

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Students as Facilitators: Experiences of Reciprocal Peer Tutoring in Simulation-Based Learning

Cited by 16 publications

References 19 publications

Fostering collaborative learning and leadership through near‐peer mentorship among undergraduate nursing students

Fostering collaborative learning and leadership through near‐peer mentorship among undergraduate nursing students

Role Exchange in Student-led Simulation: The Importance of Nursing Students Taking the Role of Patients

Tutoria por pares na educação em enfermagem: a voz dos tutores

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