Impact of Peer-Assisted Learning With Standardized Patients in a Prelicensure Nursing Course

George, Tracy P.; Weaver, Dorie Lynn; Kershner, Sarah

doi:10.1097/nne.0000000000000480

Cited by 3 publications

(2 citation statements)

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“…Additionally, combining simulation and PAL as two learning and teaching approaches is not new. In fact, PAL in simulation training has been found to be a feasible low-cost alternative for health care professional education [19,20].…”

Section: Introductionmentioning

confidence: 99%

Observational Study Exploring the Efficacy and Effectiveness of a New Model of Peer-Assisted Simulation-Based Learning Clinical Placement

Dennis

Cipriano

Mulvey

et al. 2022

IJERPH

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(1) Background: Immersive simulation-based learning is relevant and effective in health care professional pre-licensure training. Peer-assisted learning has reciprocal benefit for the learner and the teacher. A fully simulated model of fieldwork placement has been utilised at [de-identified] University since 2014, historically employing full-time faculty supervisors. Due to the COVID-19 pandemic in 2020, traditional clinical placement availability diminished. (2) Methods: This mixed-methods prospective observational study aimed to translate the existing faculty-led placement for penultimate-year physiotherapy students to a peer-taught model, thereby creating new teaching placements for final-year students. Final- and penultimate-year physiotherapy students undertook the fully simulated fieldwork placement either as peer learners or peer teachers. The placement was then evaluated using four outcome measures: The ‘measure of quality of giving feedback scale’ (MQF) was used to assess peer learner satisfaction with peer-teacher supervision; plus/delta reflections were provided by peer teachers and faculty supervisors; student pass/fail rates for the penultimate-year physiotherapy students. (3) Results: For 10 weeks during November and December 2020, 195 students and 19 faculty participated in the placement. Mean MQF scores ranged from 6.4 (SD 0.86) to 6.8 (SD) out of 7; qualitative data reflected positive and negative aspects of the experience. There was a 4% fail rate for penultimate-year students for the placement. Results suggested that peer learners perceived peer-led feedback was of a high quality; there were both positives and challenges experienced using the model. (4) Conclusions: Physiotherapy students effectively adopted a peer-taught fully simulated fieldwork placement model with minimal faculty supervision, and comparable clinical competency outcomes.

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Section: Introductionmentioning

confidence: 99%

Observational Study Exploring the Efficacy and Effectiveness of a New Model of Peer-Assisted Simulation-Based Learning Clinical Placement

Dennis

Cipriano

Mulvey

et al. 2022

IJERPH

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“…T he mastery of physical assessment skills by nursing students lays the foundation for quality nursing practice and safe patient care. Two methods for promoting proficiency and subsequent mastery of physical assessment skills involve the use of standardized patient (SP) simulations followed by feedback from peers (George, Weaver, & Kershner, 2018). Unlike traditional pedagogical methods, such as lectures and skill demonstration by faculty, SP simulation promotes a safe learning environment for active participation in the mastery of skills (Sarmasoglu, Dinç, & Elçin, 2016;Tuzer, Dinç, & Elçin, 2016).…”

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confidence: 99%

An Innovative Educational Trio for Physical Assessment in an Undergraduate Nursing Course

Weaver

Jones

2020

Nurs Educ Perspect

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Effective teaching methods are critical to the acquisition of physical assessment skills. This article describes the combined use of deliberate practice, standardized patient simulation, and peer evaluation in improving physical assessment skills among first-semester nursing students. Students prepared for a physical assessment check-off by using deliberate practice throughout the semester; they then received peer feedback after a standardized patient simulation. Students felt the integrated experience improved their physical assessment performance. Incorporating this innovative educational trio can provide opportunities for physical assessment skill enhancement.

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Teaching feedback skills to veterinary students by peer-assisted learning

Adaca

2023

Ankara Üniversitesi Veteriner Fakültesi Dergisi

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Feedback is considered an essential element of effective learning.Students who receive feedback from peers can improve their clinical and communication skills. This paper aims to testify for whether peer-assisted learning (PAL) is successful in teaching students with the ability to give feedback. The study was design as tutors (n=20), tutees (n=20) and control group (n=20). Tutors were educated to provide constructive feedback, and this group trained tutees in PAL to increase their skills in providing feedback. After the training, tutors and tutees used role play about veterinarian-client 2 consultation. At the end of the consultations, each tutee provided feedback to the tutor about his/her communication skills. As findings, there was a statistically significant change between the mean scores of both "tutor and control groups" (P<0.004) and "tutors and tutees" (P<0.001). However, there was no statistically significant difference in terms of the academic year and gender between groups. Tutees benefited from being trained by peers, and tutors also improved their feedback skills by training peers. Conspicuously, PAL was found to be effective for not only tutors but also tutees. With this argument, it is predicted that other veterinary fields can also benefit from PAL throughout veterinary training.

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Impact of Peer-Assisted Learning With Standardized Patients in a Prelicensure Nursing Course

Cited by 3 publications

References 3 publications

Observational Study Exploring the Efficacy and Effectiveness of a New Model of Peer-Assisted Simulation-Based Learning Clinical Placement

Observational Study Exploring the Efficacy and Effectiveness of a New Model of Peer-Assisted Simulation-Based Learning Clinical Placement

An Innovative Educational Trio for Physical Assessment in an Undergraduate Nursing Course

Teaching feedback skills to veterinary students by peer-assisted learning

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