Peer learning partnerships: exploring the experience of pre‐registration nursing students

Christiansen, Angela; Bell, Amelia

doi:10.1111/j.1365-2702.2009.02981.x

Cited by 145 publications

(149 citation statements)

References 30 publications

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“…Near peer teaching (NPT) is a model of instruction that has been shown to be an effective approach to learning [1][2][3]. It is a teaching exchange whereby students of similar backgrounds, separated by one to two years, teach each other [4].…”

Section: Introductionmentioning

confidence: 99%

An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives

Campolo¹,

PhD²,

SCS³

et al. 2013

IJTRR

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Section: Introductionmentioning

confidence: 99%

An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives

Campolo¹,

PhD²,

SCS³

et al. 2013

IJTRR

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“…In this sort of learning each student's individual learning goals are linked to the group's common goals. [18,22] In the supervision of the Master theses, the teacher role is formed small groups consisting of three to five students and these groups meet each other five time during master theses process. The teacher was with two supervision groups, and three supervision groups were comprised of only students.…”

Section: Implementation Of Group Supervi-sion In the Master's Thesis mentioning

confidence: 99%

“…[13,19,21,23,25] There have also been studies from the viewpoint of nursing science [1,18,26,27] and dental education, [4] psychology [20] and physiotherapy. [6] There are also some studies on academic doctoral dissertation writing processes in group or pair contexts.…”

Section: Introductionmentioning

confidence: 99%

“…[12,17] Peer-support promotes students' learning [14,15] and has been found beneficial for the learning process, both in practical and academic thesis work. [12,18,19] Acting as a peer and providing support to other students has been shown to have a positive effect on problem solving skills [20] and creates a supportive environment, which enables open group interaction. [7] Students may help each other by providing constructive comments on thesis drafts, asking questions for clarification of study aims or for comprehension, and by resolving research-related problems together.…”

Section: Introductionmentioning

confidence: 99%

“…[1,14,15] Mutual motivational, mental and cognitive support also adds to the students' learning during their thesis process. [18,22] Peer support further adds to students' self-confidence and critical thinking [5,24] when students are able to share their fears of failure and their frustrations. [10,14,17,25] Supportive feedback leads to motivation and self-confidence.…”

Section: Introductionmentioning

confidence: 99%

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Students experiences of peer-support during a Master’s thesis process

Kaakinen

Suhonen

Lutovac

et al. 2017

CNS

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Working as an expert in health care requires peer-support skills. The aim of the study is to describe students' (n = 8) experiences of peer-support from other students during their Master's thesis process. This study was a qualitative and the data (n = 29) was collected from the students through a number of repeated open questions during one year. The data were analysed by a qualitative content analysis. The results show that students both received and gave individual and mental peer-support during their Master's thesis process. The results also show that students need to be active in peer-support group such as to share ideas, to discuss openly and to read peers thesis. The peer-support helped the students to formulate research plan and think more critically based on others students' feedback. Peer-support received in a group can help increase opportunities for learning working life skills for Master's thesis students, but further research is needed. More widely in health care, it is important to be aware of the existence of peer-support and discuss how it can be promoted.

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Flipped classroom model applications in computing courses: Peer‐assisted groups, collaborative group and individual learning

Durak

2022

Comp Applic In Engineering

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The Flipped Classroom (FC) provides various opportunities to ensure active learning in a student‐based learning environment. In the literature, it is pointed out that the FC model provided a positive contribution to the teaching process when it was used for learning environments in past studies. Besides this, it is seen that FC was integrated into a learning method and the results were generally associated with only FC. From this point of view, it is thought that the methodological effect of FC needs to be examined. The aim of this study is to identify whether the use of different models (peer‐assisted group: PAL‐FC, collaborative group: SGCL‐FC, and individual learning: IL‐FC) in FC for computing courses of university students has an effect on academic performances, learning motivation, academic self‐efficacy, computer anxiety of the university students, and flipped learning readiness. This study is designed with a mixed method. The working group of the study is composed of 242 university students. The application lasted for 14 weeks. In this study, data have been collected by a Personal Information Form, semi‐structured interview form, information technologies achievement test, and four different data collection tools. As a result of the research, it is found out that different applications in the FC model have a significant effect on academic success, academic self‐efficacy, e‐learning readiness in FC. FC model application with PAL‐FC has proved more successful when compared to other methods in terms of developing performance and reducing technology anxiety. Also, it is seen that motivation and academic self‐efficacy in FC has improved positively for collaborative group work.

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Peer learning partnerships: exploring the experience of pre‐registration nursing students

Abstract: Facilitated peer learning partnerships can enhance the student experience in the practice setting and can help maximise opportunities for learning and support. This suggests that peer assisted learning is a legitimate area for innovation and further research.

Cited by 145 publications

References 30 publications

An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives

An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives

Students experiences of peer-support during a Master’s thesis process

Flipped classroom model applications in computing courses: Peer‐assisted groups, collaborative group and individual learning

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