Abstract
Reciprocal peer tutoring is a form of peer-assisted learning involving structured switching of tutor–tutee roles amongst students of the same academic year. The study aimed to explore students’ experiences of being a facilitator in simulation-based learning. The pilot study had a hermeneutic explorative qualitative design. Data were collected through two sets of semi-structured focus-group interviews with four final-year nursing students. Data were analysed using thematic analysis. Three themes were important for facilitating peer students: (a) being familiar with simulation as a learning method, (b) prior theoretical knowledge, and (c) the learning environment. Tutors expressed a genuine interest in preconditions for learning. Hence, they facilitated the simulation for peers to achieve mastery experience. The experience as tutors was found valuable for their clinical practise. Student-led simulation as an active learning strategy promotes deeper learning and transfers communication competence into clinical experiences.
Highlights
By focusing on collaborative learning, a student-led simulation may prepare nursing students for professional practise
Peer-assisted learning (PAL) is an umbrella concept for active learning approaches that focus on deep learning, and is understood as ‘students learning from each other’ (Gazula, McKenna, Cooper, & Paliadelis, 2017; Olaussen, Reddy, Irvine, & Williams, 2016; Schunk, 2012; Williams & Reddy, 2016)
Preconditions for Reciprocal Peer Tutoring The participants stated that leading the simulation was both fun and challenging
Summary
By focusing on collaborative learning, a student-led simulation may prepare nursing students for professional practise. Peer-assisted learning (PAL) is an umbrella concept for active learning approaches that focus on deep learning, and is understood as ‘students learning from each other’ (Gazula, McKenna, Cooper, & Paliadelis, 2017; Olaussen, Reddy, Irvine, & Williams, 2016; Schunk, 2012; Williams & Reddy, 2016). Clinical Simulation in Nursing under the PAL umbrella, including reciprocal peer teaching (Schunk, 2012), peer teaching, peer learning, peer mentoring, peer assessment, reciprocal peer tutoring (RPT) (Gazula, McKenna, Cooper, & Paliadelis, 2017) and peerto-peer learning (Williams & Reddy, 2016). The understanding of the term ’peer’ within these concepts varies from ‘students at a higher academic level teaching students at a lower level’ (peer teaching) to situations where ‘students at the same academic level mentor and learn from each other’ (RPT) (Gazula et al, 2017)
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