Developing supervision skills through peer learning partnership

Christiansen, Bjørg; Bjørk, Ida Torunn; Havnes, Anton; Hessevaagbakke, Elisabeth

doi:10.1016/j.nepr.2010.11.007

Cited by 27 publications

(22 citation statements)

References 13 publications

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“…Students reported that peer learning opportunities enabled them to share ideas or bounce ideas off each other, to question each other, confirm things and learn from one another. These findings affirm those in previous studies [32,[48][49][50] that through group discussion or peer teaching students are able to question each other and learn from each other's experiences. Houston et al [50] revealed that students preferred working with their peers as they felt less threatened and more receptive to learn.…”

Section: Discussionsupporting

confidence: 90%

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Luhanga

2017

JNEP

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Objective: The purpose of this study was to explore perceptions and experiences of nursing faculty, clinical instructors (CIs) and nursing students within the traditional faculty supervised model of clinical teaching. This article presents findings that explored the strengths and limitations of the traditional model in relation to student learning from the nursing students' perspectives. Methods: A qualitative descriptive design was used. Qualitative data were gathered through individual semi-structured interviews. Transcripts were analyzed using thematic content analysis. Results and conclusions: Seven nursing students participated. Students perceived their experiences with the traditional model positively but noted that their learning experiences were dependent on CIs and the clinical settings. Strengths of the model included peer learning/support and support for novice students. Limitations of the model included high instructor-to-student ratios, missed learning opportunities while waiting for CI, and concerns with the evaluation process. Recommendations for improving the quality of clinical experiences are presented.

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Section: Discussionsupporting

confidence: 90%

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Luhanga

2017

JNEP

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“…While there is extensive research concerning students’ perceptions of learning from one another (Christiansen & Bell , Christiansen et al . , Havnes et al . ), few studies have determined what students actually do as they interact during skills training (Bjørk et al .…”

Section: Introductionmentioning

confidence: 99%

Defining and comparing learning actions in two simulation modalities: students training on a latex arm and each other's arms

Ravik

Havnes

Bjørk

2017

Journal of Clinical Nursing

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“…Training together was not part of the instructions but during training we discovered that the students supported each other. Peer learning has been found to be an effective educational tool to enhance practical skill learning [17] and may be taken in consideration as an educational tool in CPR training for nurse students.…”

Section: Discussionmentioning

confidence: 99%

Effects of different types of feedback on cardiopulmonary resuscitation skills among nursing students–a pilot study

Hedberg

Lämås

2013

JNEP

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This is an accepted version of a paper published in Journal of Nursing Education and Practice. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination.Citation for the published paper: Hedberg, P., Lämås, K. Methods: A pilot study with an explorative approach including 30 nurse students. Students was randomized in three groups; 1) instructor-led training followed by self-training without feedback, 2) self-training with visual graphic feedback, and 3) self-training with voice advisory manikin (VAM). Outcomes were correct compression deep, frequency, hand position and release, and correct ventilation volume and flow. If performance was correct to 70%, students were considered to have reached approved level. The students also answered questions about theoretical knowledge about CPR.Results: In technical skills, group 2 had significant higher level of correct ventilation volume compared with the other group. Both group 1 and 3 did not reach the level of 70% correct performance. Group 1 and 2 had significant higher level of correct deep of compressions compared with group 3 which did not reach the 70% level. There was no difference in performance between groups in other parameters.Conclusion: This pilot study suggests that visual graphic feedback is promising and seemed to be more effective than self-training with voice advisory manikin and instructor-led training with followed self-training without feedback.

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Developing supervision skills through peer learning partnership

Cited by 27 publications

References 13 publications

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Defining and comparing learning actions in two simulation modalities: students training on a latex arm and each other's arms

Effects of different types of feedback on cardiopulmonary resuscitation skills among nursing students–a pilot study

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