Peer-to-Peer Teaching: Improving Communication Techniques for Students in an Accelerated Nursing Program

Cooper, Jan; Martin, Tina; Fisher, Wanda; Marks, Jean; Harrington, Monica

doi:10.5480/1536-5026-34.5.349

Cited by 7 publications

(3 citation statements)

References 7 publications

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“…Finally, it is worthwhile asking whether peer-developed resources were the best choice for such an intervention. Peer-to-peer learning is prevalent within medical education (27) and yet is a skill that faculty must develop within their students (28). There are many assumptions regarding the benefits of peer-topeer learning, and within this school, peer-assisted-learning has proven very successful (16), however some research has found that the peers themselves receive no deeper understanding of learning after teaching (29).…”

Section: Discussionmentioning

confidence: 99%

Peer-Led Academic Support for Pre-Arrival Students of the BVM&S Degree Program

Paterson

Keys²,

Phillips³

et al. 2019

Journal of Veterinary Medical Education

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Mental health challenges are of growing concern to the veterinary community. Within veterinary education, there has been increasing focus on building resilience in students, and identifying likely stressors, such as the transition into the veterinary curriculum for first year students. In this study, we evaluated a peer-led project to provide pre-arrival materials for incoming students. Through a combination of learner analytics and post-course surveys, we investigated usage of resources and the effects on student's attitudes to the veterinary curriculum. Over the two years the course has been running, 159 students (64% of total) visited the course, but only 39% (n = 98) actively engaged with the materials. The course was most frequently accessed from Friday to Sunday (53% of visits), and over 50% of the visits occurred one week prior to arrival. The post-course questionnaire in the first year of the course's delivery had a 17% response rate (n = 24) and most students (71%) reflected on feeling anxious about beginning their studies. 88% said they felt they had benefited from the material's availability. While not all students used the resources, providing peer-led teaching opportunities at high-stress points is an effective method of easing transitions.

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Section: Discussionmentioning

confidence: 99%

Peer-Led Academic Support for Pre-Arrival Students of the BVM&S Degree Program

Paterson

Keys²,

Phillips³

et al. 2019

Journal of Veterinary Medical Education

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show abstract

“…Peer teaching partnerships have been used success-fully in a number of settings, including nursing education, to enhance learning, reduce anxiety, develop competence, and promote professional development. [19][20][21][22] Peer teaching is consistent with Knowles Adult Learning Theory, which supports the use of mentors, peers, and others, to meet the varied needs of the adult learner. [23] 2.…”

Section: Teach-backmentioning

confidence: 99%

Teaching nursing students to provide effective heart failure patient education using a peer teaching strategy

Avallone

Cantwell

2016

JNEP

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Background/objective: Prelicensure nursing students possess minimal knowledge, skills, and confidence to provide effective, patient-centered transitional heart failure (HF) education to patients. This article evaluates a unique educational intervention designed to prepare nursing students to be more effective HF patient educators upon graduation. Methods: A pretest, posttest design and survey was used to evaluate a three-hour educational program. This program was offered to three different groups of students between Fall 2013 and Spring 2016. Eighteen fourth-semester students trained as peer teachers helped present program content to 66 second-semester Accelerated Bachelor of Science (ABS) nursing students. Resources from the Institute for Healthcare Improvement (IHI) and the Robert Wood Johnson Foundation Transforming Care at the Bedside (TCAB) materials were used as the curricular guide. The program consisted of a HF didactic session, case study, role-play, and simulation activities. Results: Second-semester students demonstrated improvement in identifying essential elements of HF patient education, from 45.8% to 86%, and the ability to perform Teach-back increased from 43% to 86% (p < .001). Confidence in patient education skills and Teach-Back technique increased from 17% to 94% (p < .001). Conclusions: Using fourth-semester peer teachers to facilitate education provides an effective and satisfying way for the second semester students to practice new techniques through role-play. The HF peer teaching program is highly adaptable to prepare prelicensure nursing students to educate patients and families on a wide variety of chronic illnesses across the healthcare continuum.

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“…In a more recent randomized control trial, findings indicated that medical students’ self-efficacy and empathy were improved through the use of role-play and standardized patients (Bosse et al, 2012). In another descriptive study, nursing students reported that a peer-standardized patient experience in their mental health course increased their confidence in therapeutic communication skills and ability to model professional behaviors (Cooper, Martin, Fisher, Marks, & Harrington, 2013). However, despite these important gains, research documenting the efficacy of using standardized patients in learning is in the beginning stages in nursing education (Doolen, Giddings, Johnson, Guizado de Nathan, & O Badia, 2014; Robinson-Smith, Bradley, & Meakim, 2009; Sideras et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%