Faculty of Health Implementing Reciprocal Peer Tutoring (RPT) in laboratory learning of undergraduate nursing students Swapnali Gazula PhD Candidate Faculty of Health, Federation University Australia. Supervisory Team: Prof Penny Paliadelis Prof Simon Cooper Prof Lisa McKenna
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Faculty of Health
Implementing Reciprocal Peer Tutoring (RPT) in
laboratory learning of undergraduate nursing
students
Swapnali Gazula PhD Candidate
Faculty of Health, Federation University Australia.
Supervisory Team: Prof Penny Paliadelis
Prof Simon Cooper
Prof Lisa McKenna
2
Background literature • Professional requirements (NMBA, 2016, ANMAC, 2012 )
• Higher Education focus on transferrable skills (Rooney et al, 2015)
• Significant increase in post-test knowledge scores
p value <0.001
• Significant increase in post-test scores on self-report
attitudes about peer teaching, confidence and
competence to teach.
p value <0.001
Preliminary findings (contd)
Enhanced individual capabilities
Teaching
Teamwork
Work readiness
Providing feedback
Communication
Independent learning
Collaborative learning
Critical thinking
Problem solving
Resilience
Excerpt from a focus group interview Bob*: “Actually I had a very positive experience with peer teaching. The reason is, last year when I was doing my second year, I was working on the ward as an enrolled nurse. I had nursing students assigned to me. In fact, I had my second year batch mates as students to supervise. I felt really uncomfortable then. I requested that I shouldn't supervise them, but I couldn't get out of it. The students were also my peers, I found it really uncomfortable as technically we were at the same level and yet I had to supervise them. The nurse said they are not yet registered nurses Bob*, you are here and you are experienced in this place. So therefore, show them and teach them what you can. The student found it was not worthwhile either.
This year after my peer teaching experience, I got students to supervise again on the wards. These students were my peers from the University. We worked as a team and had fun learning. We said great! This is another aspect of peer teaching. We used the word ‘peer teaching’ and we felt fairly comfortable.
We said just forget about me being your supervisor and we started teaching each other. We learnt many things together. We found solutions together. If we didn’t find an answer, we went to the clinical teacher and got our answer. Therefore I have a very positive stance on peer teaching.” * Names changed
Recommendation for future research
- Extensive staff involvement in planning
- Have similar studies in various contexts: Clinical
placement, Graduate year
References • Austin Health. (2017). Trachesotomy Review And Management Service Retrieved January 2017 http://tracheostomyteam.org/
• Bullock, I., Davis, M., Lockey, A., & Mackway-Jones, K. (2016). Pocket guide to teaching for clinical instructors (Third edition ed.). Chichester, West Sussex: BMJ Books.
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• Endacott, R., Jevon, P., & Cooper, S. (2009). Clinical nursing skills : core and advanced. Oxford: Oxford University Press.
• Gazula, S., McKenna, L., Cooper, S., & Paliadelis, P. (2016). A systematic review of Reciprocal Peer Tutoring within tertiary health profession educational programs (Publication no. http://dx.doi.org/10.1016/j.hpe.2016.12.001). (2452-3011). http://www.sciencedirect.com/science/article/pii/S2452301116300712
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