scholarly journals Implementing a peer-learning approach for the clinical education of respiratory therapy students

2019 ◽  
Vol 55 ◽  
pp. 21-27
Author(s):  
Stephanie Dorner ◽  
Tara Fowler ◽  
Martha Montano ◽  
Ray Janisse ◽  
Mandy Lowe ◽  
...  
Author(s):  
Patrycja Chojecki ◽  
Jennifer Lamarre ◽  
Madeleine Buck ◽  
Isabelle St-Sauveur ◽  
Nadia Eldaoud ◽  
...  

2020 ◽  
pp. 205715852097530
Author(s):  
Cecilia Olsson ◽  
Elisabeth Carlson ◽  
Christina Sundin-Andersson ◽  
Anna Josse-Eklund

Educational models that facilitate an increased number of students while maintaining clinical education of good quality are needed. This discussion paper presents how peer learning was implemented in a geriatric hospital setting allowing for an increase in student numbers. Conclusively, a stringent implementation of peer learning facilitated an effective way of using existing supervision resources, while maintaining a good quality of clinical education. It is also important that the process is anchored in both educational and clinical settings with a clear division of responsibilities. Finally, all collaborative partners need to acknowledge the significance of high-quality clinical education.


Author(s):  
Joanna Tai ◽  
Benedict Canny ◽  
Elizabeth Molloy ◽  
Terry Haines

2016 ◽  
Vol 29 (2) ◽  
pp. 162-172 ◽  
Author(s):  
Joanna Hong Meng Tai ◽  
Benedict J. Canny ◽  
Terry P. Haines ◽  
Elizabeth K. Molloy

2020 ◽  
pp. 205715852096694
Author(s):  
Ann-Helén Sandvik ◽  
Pernilla Karlsson ◽  
Agnes Zetterman ◽  
Camilla Eskilsson

The shift from hospital-based nursing care to municipal home healthcare has led to the provision of more diverse, complex and advanced nursing care in this context. This poses challenges for undergraduate nursing students’ clinical education. The aim of this study was to describe nursing students’ experiences of learning nursing care through peer learning in a dedicated educational unit in municipal home healthcare. Data were collected through interviews with seven nursing students. The analysis was based on a reflective lifeworld research approach. The study followed the COREQ checklist. Strong cooperation and feelings of safety were found to boost learning and encourage the students to challenge themselves. Alternating between an observational and an active role during independent home visits was beneficial for intertwining caring and learning. Further, being trusted to work independently increased their ethical orientation, knowledge, self-esteem and self-confidence.


2017 ◽  
Vol 10 (2) ◽  
pp. 14
Author(s):  
Catarina Lelis

<p class="JLDAbstract">Peer Learning is broadly described as the development of knowledge or skills by individuals from similar statutory conditions who are learning from and with each other in both formal and informal ways. There is a considerable amount of published work on peer learning in the context of schools and undergraduate courses but little work has been developed around postgraduate levels, specifically with Masters courses. The goal of the research presented in this paper was to understand how Masters degree students perceive and engage with a peer learning activity set in a taught module. One specialist subject topic from the curriculum was assigned to each student who, during two sessions in regular teaching times, had to perform both as peer tutor and tutee in a reciprocal peer learning approach. Two questionnaires were applied - one for each role the students had to perform. Results reveal that the majority of students considered the peer tutor role undeniably positive; however, while performing as tutees, students expressed skepticism regarding the effectiveness of the approach. As the credibility of peers was evidenced as an issue (when set against these students’ high expectations), this paper contends that reciprocal peer learning may not be the most suitable peer learning method for master levels. </p>


10.28945/3233 ◽  
2008 ◽  
Author(s):  
Eugenia Ng

T eacher education, which encompasses teaching, teaching effectiveness, the factors that determine teachers' thought processes and performances, and the social policies that affect teachers in all aspects and stages of their careers, is the fundamental groundwork and primary foundation, for attemptingto undertake various innovative and model learning and teaching approaches. However, a number of studies have indicated that teacher education does not adequately prepare teachers to teach with technology. In light ofthis paradoxical situation, the author attempted to integrate content, pedagogy and technology when teaching her post-graduate student teachers. In addition, technology was used to foster peer learning, so that participants could learn through a holistic approach in an experiential environment, rather than using technology as an add-on tool. An institutional standard questionnaire and a focus group meeting were conducted as part of this study, to gather feedback from the participants in the study, on the new learning approach, and the grades that these student teachers obtained for their individual work and group project were analyzed. It was found that the participants embraced both a peer and blended learning approach, and yet the grades that they obtained for their group projects were not superior to the grades on their individual assignments.


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