Crossing professional barriers with peer-assisted learning: Undergraduate midwifery students teaching undergraduate paramedic students

Effect of Peers’ Application of Modified Peyton’s Four –Step Approach Versus Traditional Learning on Pediatric Nursing Students' Performance

“…In everyday life the students continually learn from each other. Self-confidence and lesser anxiety are combined gift from PL process and the repetition of the steps under constructive feedback enhancing the students experience as well (Mc-Lelland et al, 2013) [17] .…”

“…The cut off point for "High satisfaction" is ≥75% of the total score; "moderate satisfaction" is between 50% to less than 75% of the total score, while "low satisfaction" less than 50% of the total score. It represented as follows; low satisfaction (12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29), moderate satisfaction (30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42)(43)(44), and high satisfaction (45-60).…”

A Reflection of an Effective Assessment Practice in the Bachelor of Construction Programme: An Experiential Learning Case Study in New Zealand

“…I felt proud and satisfied to see my graduates sharing their journey and experiences with my current students. This experience made a huge mental shift in my students to become more confident in believing that they will also manage construction sites in the future just like their seniors (McLelland, McKenna, & French, 2013). In addition, the feedback received from my graduate greatly helped me to develop my own teaching practice.…”

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“…In recent years, there have been lots of researchers evaluating their learning performances in various disciplines, such as medical study (Burgess, McGregor, & Mellis, 2014;Herrmann-Werner et al, 2017), nursing study (McLelland, McKenna, & French, 2013;Williams, Olaussen, & Peterson, 2015;Williams & Reddy, 2016), radiography (Meertens, 2016), biology (Rayner & Papakonstantinou, 2018), geography (West, Jenkins, & Hill, 2017), mathematics (Duah, Croft, & Inglis, 2014), accounting (Marrone & Draganov, 2016;Sudhakar, Tyler, & Wakefield, 2016;Supple, Best, & Pearce, 2016), mechanical engineering (Qonda, 2017) and other challenging subjects of undergraduate programmes. However, not many longitudinal studies have been conducted on the subjects in business disciplines with Peer Assisted Learning support.…”