Student Learning Experience Research Articles

Prospective Approaches for Artificial Intelligence Integration in Indian School Libraries

School libraries play a crucial role in the educational ecosystem, offering a variety of resources and services that contribute significantly to students’ academic success, personal development, and lifelong learning.The integration of Artificial Intelligence (AI) in school libraries brings about several benefits and opportunities, enhancing the overall learning experience for students and streamlining library operations.Libraries are dynamic institutions, and their tools need to evolve to keep pace with technological advancements and changing user expectations. Regular assessments, feedback from users, and collaboration with the broader library community can help identify areas for improvement and guide the development of more effective library science tools.While libraries can function without incorporating AI, certain challenges and limitations may arise in the absence of AI technologies. In this paper, we focus on AI research in the field of library science is essential for leveraging technology to its fullest potential, improving efficiency, enhancing user experiences, and ensuring that libraries remain dynamic and relevant in the digital age. It allows libraries to adapt to changing user needs and technological advancements, ultimately contributing to the overall effectiveness and impact of library services.

Realistic mathematics education: Mathematics e-modules in improving student learning outcomes

Realistic Mathematics Education (RME) has gradually influenced the development of mathematics learning worldwide, including in Indonesia. Through the implementation and development of online-based 21st-century education, RME is increasingly proving itself as an effective approach to improving the quality of mathematics teaching and student learning. Learning using the RME approach based on the e-module System aims to become a real learning experience for education and students in implementing mathematical concepts into web-based software systems. The type of research used is pseudo-experimental research with a population in this study of 3 schools, and the number of samples is 147 students. Hypothesis testing was carried out with the N-gain test on the experimental class and control class and the Linear Regression Analysis Test to determine the effect of Gender on improving the learning outcomes of the experimental class. The results of this study show that: 1) There is a difference in the improvement of learning outcomes of classes taught with the RME approach based on the e-module System with conventional learning models; 2) There is no significant difference in the improvement of learning outcomes of students taught using the RME approach based on the E-Module System based on gender characteristics; 3) Gender only contributes 0.1% to the improvement of learning outcomes while 99.9% of other factors.

Factors affecting deep learning of EFL students in higher vocational colleges under small private online courses‐based settings: A grounded theory approach

AbstractBackgroundThe introduction of Small Private Online Courses (SPOCs) in English as a Foreign Language (EFL) instruction at Higher Vocational Colleges (HVCs) signifies a shift in education. Understanding the factors that affect deep learning in this SPOC context is crucial for improving educational outcomes.ObjectivesBy employing grounded theory, we seek to explore the key factors that shape deep learning experiences for students in SPOC learning environments at HVCs and clarify the interrelationships among these influencing factors.MethodsSemi‐structured interviews were conducted with 18 EFL students and 4 teachers and NVivo 11 software was utilised to aid in the qualitative analysis of the collected data. Through a rigorous three‐tier coding analysis, an “environment‐person‐mediation ‐behaviour” (EPMB) model was constructed, aiming to clarify the mechanisms that influence deep learning among EFL students in HVCs.ResultsOur findings reveal that intrinsic motivation and cognitive abilities are crucial for deep learning among EFL students in HVCs. Blended learning settings, English curriculum satisfaction, and English teachers' teaching methods serve as situational influencing factors. These factors are interconnected, mediating positive or negative effects on deep learning through various intermediaries like continuity, attraction, guidance, motivation, and regulation.ImplicationsThe findings offer pedagogical insights for HVC stakeholders, enabling them to enhance students' deep learning experiences.

Effectiveness of the pH Master Application on Acid-Base Concepts as a Digital Alternative to Conventional Laboratory Practices for Enhancing Student Learning Outcomes"

Traditional Chemistry Laboratories, such as acid-base reactions, are hard to demonstrate for present-day students in their lab classes when they need to have the knowledge exchange we had, graduating (and teaching) with mortar boards lined up and ready for weddings. The Evaluation Of The Digital Platform “pH Master” For Enhancing Chemistry Student Performance Through A Virtual Imitation of Traditional Lab Practices The study used Akker's research and development model, including initial studies, product design, testing products, and trials. Validation was done using the Aiken formula by two expert validators and three practitioners for all items with a V value greater than 0.87. Surveys for needs analysis involved 45 students, and the learning effects were assessed with 90 students across three schools. Results Students responded favourably to the pH Master app and perceived ineffable pedagogical value. Most students agreed on the necessity of doing practical activities about what was being learned, and almost all also had trouble understanding study materials specifically related to acids and bases. The results showed a statistically higher mean n-gain value in the experimental group than in control one (0.6622 versus 0.5691) by independent t-test across three schools at p < 0,001 significance level between the two groups. This then confirms that the media created did support student learning. This study highlights the potential of the pH Master app to enhance student learning experience and active involvement in chemical education, which suggests a promising approach towards digitalising conventional practical work.

Station-rotation blended learning model in science education a case study for rural classrooms

ABSTRACT This study investigates the implementation of the station-rotation blended learning model in science education within rural classrooms in Turkey. The research employs a case study approach to explore the learning experiences of 5th-grade students as they engage with this model. Throughout the implementation, teacher-led instruction, online instruction, and independent work instruction stations were established, and students rotated between these stations. The participants include eight 5th-grade students, comprising five girls and three boys, aged 10-11. Data were collected through focus group interviews, open-ended questionnaires, reflective diaries, and a researcher diary including researcher observations. The students expressed positive sentiments, stating that they learned better in the teaching process, found the lessons enjoyable, acquired independent learning skills, gained different perspectives, improved their peer teaching and collaboration skills, and experienced increased interest in the subjects. However, they also reported negative experiences, such as limited classroom space, issues during station transitions, and insufficient time. Additionally, students mentioned facing the most difficulty with the independent work station, finding the online station the most entertaining, and considering the teacher-led station to provide the most information. Finally, two models for the implementation of the station-rotation model in science classes, tailored for small and large classes, are proposed.

Exploring the Role of Technology in NEP 2020: A Comprehensive Analysis

To advance India’s educational system and future planning, the Government of India introduced the National Education Policy (NEP) 2020, approved on July 29, 2020. NEP 2020 focuses on significant reforms in school and higher education, emphasizing the integration of technology to meet 21st-century Sustainable Development Goals (SDGs). This paper uses secondary data to examine the role of technology in NEP 2020, highlighting its potential to enhance teaching methods and student learning experiences. A key proposal is the creation of the National Educational Technology Forum (NETF), designed to facilitate discussions on the effective implementation of technology in education, aiming to improve educational practices and outcomes.

Integration of ChatGPT Into a Course for Medical Students: Explorative Study on Teaching Scenarios, Students' Perception, and Applications.

Text-generating artificial intelligence (AI) such as ChatGPT offers many opportunities and challenges in medical education. Acquiring practical skills necessary for using AI in a clinical context is crucial, especially for medical education. This explorative study aimed to investigate the feasibility of integrating ChatGPT into teaching units and to evaluate the course and the importance of AI-related competencies for medical students. Since a possible application of ChatGPT in the medical field could be the generation of information for patients, we further investigated how such information is perceived by students in terms of persuasiveness and quality. ChatGPT was integrated into 3 different teaching units of a blended learning course for medical students. Using a mixed methods approach, quantitative and qualitative data were collected. As baseline data, we assessed students' characteristics, including their openness to digital innovation. The students evaluated the integration of ChatGPT into the course and shared their thoughts regarding the future of text-generating AI in medical education. The course was evaluated based on the Kirkpatrick Model, with satisfaction, learning progress, and applicable knowledge considered as key assessment levels. In ChatGPT-integrating teaching units, students evaluated videos featuring information for patients regarding their persuasiveness on treatment expectations in a self-experience experiment and critically reviewed information for patients written using ChatGPT 3.5 based on different prompts. A total of 52 medical students participated in the study. The comprehensive evaluation of the course revealed elevated levels of satisfaction, learning progress, and applicability specifically in relation to the ChatGPT-integrating teaching units. Furthermore, all evaluation levels demonstrated an association with each other. Higher openness to digital innovation was associated with higher satisfaction and, to a lesser extent, with higher applicability. AI-related competencies in other courses of the medical curriculum were perceived as highly important by medical students. Qualitative analysis highlighted potential use cases of ChatGPT in teaching and learning. In ChatGPT-integrating teaching units, students rated information for patients generated using a basic ChatGPT prompt as "moderate" in terms of comprehensibility, patient safety, and the correct application of communication rules taught during the course. The students' ratings were considerably improved using an extended prompt. The same text, however, showed the smallest increase in treatment expectations when compared with information provided by humans (patient, clinician, and expert) via videos. This study offers valuable insights into integrating the development of AI competencies into a blended learning course. Integration of ChatGPT enhanced learning experiences for medical students.

Metacommunication Versus Conversational Practices of Teaching Personnel at a Constituent Campus of a Southern Tagalog State University, the Philippines: A Study on Manifestation and Their Relationship

This study examines the intricacies of metacommunication and conversational practices of an incidental sample of 106 teaching personnel engaged in remote teaching at a constituent campus of a Southern Tagalog state university, the Philippines. The primary objective of this study is to measure the extent to which teaching personnel manifest metacommunication across different forms of communication, including verbal, non-verbal, and written expressions, and how they exhibit conversational behaviors during pedagogic interactions. These behaviors encompass openness, empathy, positivity, immediacy, interaction management, and expressiveness. The research also endeavors to test if a significant relationship exists between metacommunication and these conversational practices. Employing a correlational research design, a survey questionnaire, and utilizing statistical tools such as mean, standard deviation, and Pearson r to analyze the quantitative data collected, the findings reveal heightened levels of metacommunication and a prevalent presence of conversational practices among educators in the higher education context. Furthermore, the research identifies a correlation between metacommunication and conversational practices. In light of these findings, it is recommended that educators proactively nurture a positive and professional classroom environment while considering individualized student assessments. This approach can foster more constructive pedagogic interactions within the higher education teaching community while enhancing the learning experience for both educators and students. The study also emphasizes the vital link between metacommunication and conversational practices in education while illustrating its impact on communication quality, learning experiences, and societal dialogue for enhanced empathy and positivity for broader societal benefits.

Project-based learning as an innovative approach for overcoming tertiary EFL students' barriers to learning English and coming closer to their L2 ideal self

PurposeThis study aims to investigate the potential effect of project-based learning (PBL) in alleviating the negative psychological factors that hinder language learning in an intensive-English course at a private Lebanese university through its meaningful, student-centered, collaborative, and creative pedagogical approach and supporting students in constructing a positive self-identity as an English language learner and user.Design/methodology/approachThe L2 Motivation Self System theory describes the roles of the Ideal L2 Self, the Ought to L2 Self, and the L2 Learning Experience as the three dimensions that trigger L2 motivation, which is an important factor in achieving L2 learning outcomes. This pre- and post-test questionnaire study aims to investigate the impact of designing and implementing project-based learning as a creative pedagogical method on the L2 Learning Experience of tertiary EFL students undertaking an intensive English language course.FindingsThe paper found that such a pedagogical approach decreased students’ foreign language anxiety and positively impacted their attitudes toward L2 learning as they actively engaged in their projects in a meaningful, connected, and creative manner. This paper concludes that the adopted innovative pedagogical approach created an L2 language learning experience for EFL students to move closer from their actual self to their potential or imagined Ideal L2 Self as they embraced their creative self, social self, and risk-taking self within the frame of identity negotiation and construction. Findings from this study map to the wider literature on L2 language acquisition and foreign language learning.Research limitations/implicationsThis study has theoretical and practical implications. Theoretically, this research contributed to the existing body of literature on L2 education from a nuanced lens that maps students’ motivation, engagement, characteristics, and psychology to their identity as L2 learners to make their learning journeys more rewarding, productive, and connected.Practical implicationsPractically, this study showcases how the implementation of the PBL approach in a creative and aligned manner can positively impact students’ attitudes toward English teaching and learning, making novel reading a more engaging task that prompts students’ creativity, critical thinking, and risk-taking while facilitating the negotiation and construction of their identity as L2 learners and users. Additionally, the implementation of such creative pedagogical approaches prompts on an educational policy level the shift from the traditional ways of English teaching and learning to a more student-centered, engaging and connected state, creating a set of exemplars for EFL and ESL instructors to use to ensure that L2 learners connect to their own experiences and develop a range of transferrable skills while acquiring language capabilities.Originality/valueThis paper concludes that the adopted innovative pedagogical approach served as a channel for EFL students to move closer from their actual self to their potential or imagined Ideal L2 Self as they embraced their creative self, social self, and risk-taking self within the frame of identity negotiation and construction. Findings from this study map to the wider literature on L2 language acquisition and foreign language learning.

Indigenous students' experiences of being taught indigenous health

BackgroundIncreasing the numbers of Indigenous health professionals is an international priority to enhance health outcomes for Indigenous communities. It is also incumbent on academics to ensure all graduates are culturally safe to work with Indigenous Peoples, and that accredited health degrees contain appropriate Indigenous content, improving the cultural competence of the registered health workforce. However, little current research investigates Indigenous tertiary students' experiences of learning about Indigenous health. AimTo explore Indigenous students' experiences of being taught Indigenous health. DesignThis study employed an online survey (16 % response rate) developed to evaluate student's beliefs, attitudes and learning experiences following operationalisation of a university Indigenous Graduate Attribute. An Aboriginal researcher also conducted Yarning Circles with Indigenous students as a culturally appropriate means to deepen insight into their experiences of studying Indigenous health topics alongside non-Indigenous peers. SettingA large urban Australian university. ParticipantsTwelve Indigenous students from four health disciplines completed the anonymous survey. Five Indigenous midwifery students participated in a Yarning Circle. MethodsSurvey data were analysed descriptively using SPSS version 27. Qualitative data from Yarning Circle transcripts were analysed thematically from an inductive Indigenous standpoint. ResultsResults from the survey demonstrated unanimous agreement that all health students should learn about Indigenous Peoples' health and cultures. However, most participants agreed that there needed to be more content on Indigenous knowledges, derived from Indigenous authors, researchers, and community presenters.The Yarning Circle yielded rich discussion of students' experiences, explored across three key themes and associated sub-themes. Themes were: When your culture is content; Being an Indigenous student; and Sources of strength and support as Indigenous students. ConclusionsFindings indicate the importance of framing Indigenous content, incorporating Indigenous knowledge into curricula, ensuring Cultural Safety in classrooms with both Indigenous and non-Indigenous students, and supporting Indigenous students to excel.

Utilizing natural language processing to analyze student narrative reflections for medical curriculum improvement.

Medical curricula improvement is an ongoing process to keep material relevant and improve the student's learning experience to better prepare them for patient care. Many programs utilize end-of-year evaluations, but these frequently have low response rates and lack actionable feedback. We hypothesized that student reflections written during a fourth year Sub-Internship could be used retrospectively to mine additional information as feedback for future curriculum adjustments. However, reflections contain a large amount of narrative content that would require a cumbersome and essentially infeasible manual review process for busy medical education faculty. We developed a Natural Language Processing (NLP) pipeline to automatically identify common themes and topics present in the set of reflective writings that could be used to improve the curriculum. The dataset contains required responses to a faculty issued question submitted between August 2016 and July 2018 about challenges experienced during the medical students fourth year Sub-Internship. Eleven distinct topics were identified, with several being subsequently addressed in future iterations of the curriculum. Utilizing NLP on reflective writings was able to identify areas of curriculum improvement, and the NLP results provided a quick and easy way to explore the main themes and challenges expressed by students.

The Impact of an Intervention Program Based on Range of Motion Training for Special Education Teachers

This study aims to develop a range of motion-based exercise material for special education teachers in Makassar, Indonesia. The material is designed to improve the motor skills of students with physical disabilities, particularly those with cerebral palsy. The research consists of two main parts: conclusion and recommendation. The conclusion highlights the importance of developing exercise materials that cater to the needs of students with physical disabilities. The study finds that the existing materials are inadequate, and teachers require a more comprehensive guide to provide optimal learning experiences for their students. The developed material consists of a teacher's guide, a learning objective outline, and a lesson plan. The material is validated by two experts and is deemed valid and practical. The study also analyzes the effectiveness of the developed material in improving the motor skills of students with cerebral palsy. The results show that the material can increase the flexibility of students' movements, although the improvement is not significant. The students' positive responses to the learning process also indicate the effectiveness of the material. Based on the findings, the study recommends further development of the material to improve its comprehensiveness and effectiveness. The study also suggests that the material can be used as a reference for improving the quality of special education in Indonesia. Additionally, the study recommends that the government consider using the developed material in special education schools to provide better learning experiences for students with physical disabilities.

The Efficacy of GenAI Tools in Postsecondary Education

In postsecondary education institutions, where innovative technologies continually reshape research and pedagogical approaches, the integration of generative artificial intelligence (GenAI) tools presents promising avenues for enhancing student learning experiences. This study assesses the efficacy of integrating GenAI tools, specifically chatbots, to ameliorate learning outcomes and mitigate test anxiety among postsecondary students. Within the context of an introductory psychology course, 40 participants engaged with chatbots as supplementary “study confidantes” for exam preparation and as facilitators for an essay grading task. The results from surveys administered to the participants indicated that most students found the chatbots helpful in aiding comprehension of course materials. Moreover, a substantial proportion of respondents reported an enhanced understanding of how to structure an academic paper because of their essay grading activity. Despite the favourable perception of chatbot assistance with learning course material and fostering insights into structuring scholarly essays, no discernible alterations in the levels of test anxiety among students were observed. Overall, this research underscores the latent potential of chatbots as pedagogical adjuncts, furnishing instructive insights for educators aiming to innovate instructional methodologies and optimize student learning paradigms within the domain of postsecondary education. Keywords: GenAI tools, assessments, learning outcomes

E-Book of One's Own

As we enter a new age of technological innovation and subsequent educational instrumentation change, there is increasing demand for innovative methods that encourage student learning experiences in virtual, online spaces. ePortfolios and e-book projects are designed and owned by students and are centered within the student’s learning. They provide a structured, online space for students to learn new technological skills while intentionally integrating it with their learning experience. We have utilized the content creation platform Pressbooks for our student learners to develop and create their “e-Book of One’s Own” (eBoOO). A simplified derivation of the “Domain of One’s Own” (DoOO) philosophy, our intention with eBoOO was to address the high bar for digital literacy required to get started while staying true to the embodied ideology of Virginia Woolf’s A Room of One’s Own.

Students' views of a networked practice inquiry course

In the higher education sector both networked learning and inquiry-based learning are signalled as flexible pedagogical approaches which support and encourage the development of skills, competences and qualities expected of “21st century” learning. Whereas networked learning distinctively attends to connectedness enhanced and mediated by technologies for the creation of learning networks and socio[1]material assemblages, inquiry-based learning distinctively brings together teaching and researching encouraging students' learning engagement and development. A networked practice inquiry approach was envisaged as helpful to encourage postgraduate students to engage for learning on and with digital technologies and inspire professional practice development. Past the course experience an interpretative study was taken up in an attempt to obtain an initial picture of the student perspective of this course approach. This paper shares a preliminary qualitative picture describing students’ viewpoint of the networked practice inquiry learning experience. It is a first glimpse into technology enhanced and mediated learning experience of the postgraduate student in Malta. These preliminary findings suggest that students are forward looking. Students demand and celebrate innovative digital tools and practices in and for learning, especially when these are seen accommodating them and resonating to their wider life and work practice experiences. They are generally enthused to assume explorative and inquiry attitudes into life and work practices for learning and practice development. They are also into connectedness for learning but on their own terms. This is a threefold appeal coming from mature students regarding their higher education course experience which, in a local context of fast developing socio-technological change, is simultaneously energising and challenging. Considering that in the local context there is currently a lot of work going on the political and executive tables to see artificial intelligence and immersive technologies compellingly transforming mainstream societal sectors including education, in the local higher education scene we urgently need to make a start for making the course experience the first port of call where one has the "an opportunity to think and dream" as one of the research participants put it; constructively and critically laying down our future and that of the generations to come.

High-fidelity simulation versus case-based tutorial sessions for teaching pharmacology: Convergent mixed methods research investigating undergraduate medical students' performance and perception.

Medical educators strive to improve their curricula to enhance the student learning experience. The use of high-fidelity simulation within basic and clinical medical science subjects has been one of these initiatives. However, there is paucity of evidence on using simulation for teaching pharmacology, especially in the Middle East and North Africa region, and the effectiveness of this teaching modality, relative to more traditional ones, have not been sufficiently investigated. Accordingly, this study compares the effects of high-fidelity simulation, which is designed in alignment with adult and experiential learning theories, and traditional case-based tutorial sessions on the performance and perception of undergraduate Year 2 medical students in pharmacology in Dubai, United Arab Emirates. This study employed a convergent mixed methods approach. Forty-nine medical students were randomly assigned to one of two groups during the 16-week pharmacology course. Each group underwent one session delivered via high-fidelity simulation and another via a case-based tutorial. A short multiple-choice question quiz was administered twice (immediately upon completion of the respective sessions and 5 weeks afterwards) to assess knowledge retention. Furthermore, to explore the students' perceptions regarding the two modes of learning delivery (independently and in relation to each other), an evaluation survey was administered following the delivery of each session. Thereafter, the iterative joint display analysis was used to develop a holistic understanding of the effect of high-fidelity simulation in comparison to traditional case-based tutorial sessions on pharmacology learning in the context of the study. There was no statistically significant difference in students' knowledge retention between high-fidelity simulation and case-based tutorial sessions. Yet, students expressed a greater preference for high-fidelity simulation, describing the corresponding sessions as more varied, better at reinforcing learning, and closer to reality. As such, the meta-inferences led to expansion of the overall understanding around students' satisfaction, to both confirmation and expansion of the systemic viewpoint around students' preferences, and lastly to refinement in relation to the perspective around retained knowledge. High-fidelity simulation was found to be as effective as case-based tutorial sessions in terms of students' retention of knowledge. Nonetheless, students demonstrated a greater preference for high-fidelity simulation. The study advocates caution in adapting high-fidelity simulation, where careful appraisal can lend itself to identifying contexts where it is most effective.

About AI in Academia: Obstacle or Facilitator?

Artificial Intelligence (AI) continually introduces new innovations in all aspects of human life. In educational settings, AI offers instant feedback, tailors course materials in real-time, and assesses student engagement using interactive techniques. It enhances teaching methods by providing a distinctive learning experience for students. However, educators using AI in classrooms often fear significant job losses. As automation increases due to the rapid advancement of AI, machines capable of handling complex tasks may eventually replace human workers across various sectors, including education. The loss of employment can adversely affect an individual's livelihood and disrupt the social unity and community sense derived from meaningful employment. Therefore, it is crucial to find a balance between the advantages AI offers and any potential ethical or related challenges. This balance is vital not only for optimizing educational outcomes but also for ensuring that AI serves as a tool for empowerment rather than a source of contention. This study analyzed 16 articles and is particularly interesting for future research using a quantitative approach.

Leased clinical faculty model: Bridging gaps in nursing education

In response to the critical Registered Nursing (RN) shortage, John Carroll University, a not-for-profit, private, faith-based university in the Midwest, has developed an academic-practice partnership to bolster its new Bachelor of Science in Nursing (BSN) program. This initiative addresses the challenge of limited clinical faculty. Central to this strategy is a “leased employee agreement” with healthcare partners, which allows the university to employ practicing RNs as part-time clinical instructors. Formulated in collaboration with healthcare Chief Nurse Executives (CNEs), this model enables the seamless integration of hospital-employed RNs into the academic framework as clinical faculty. This model streamlines the onboarding process and enriches student learning experiences by leveraging the practical expertise of active nurses. Initial feedback following its launch in August 2023 has been positive, with students and clinical faculty reporting high levels of satisfaction and quality educational experiences. This approach presents a viable strategy to mitigate faculty shortages in nursing education and underscores the importance of inventive academic-practice partnerships in adapting to the dynamic demands of healthcare training.

Project -based Learning and Students’ Performance

Project-based learning (PBL) is an educational model that is believed to enhance student learning experience and academic achievement. The Buck Institute for Education (BIE) is the promoter of PBL. The Chinese Ministry of Education emphasizes the importance of project-based learning in its curriculum standards. Research shows that PBL improves student academic achievement, engagement, critical thinking, and promotes collaboration and innovative thinking. However, the implementation of PBL faces many challenges, such as project design complexity, individual student differences, time management, assessment standards development, teacher role changes, resource constraints, and curriculum integration. Addressing these challenges requires teachers with keen insight, flexible teaching strategies and continuous professional development. There are differences between project-based learning and traditional teaching in student performance, such as initiative and engagement, critical thinking and problem solving, teamwork and communication skills, as well as in-depth understanding and transfer of knowledge. This study uses quantitative research design to numerically describe the implementation of investigation-based project-based learning and analyze its relationship with student achievement. The subjects were teachers and students (172 teachers, 2,154 students) from three schools in Guangdong, China, and the sampling was purposeful, focusing on teachers and students using project-based learning.

Exploring post-registration nursing students' perceptions and learning experiences of peer-led simulation: A qualitative study

BackgroundIn nursing education, often dominated by instructor-led simulations (ILS), there is a growing demand to explore alternative approaches, such as peer-led simulation (PLS), in the training of post-registration nursing students. PLS shifts learners into leadership roles, fostering scenario design and facilitation among peers. Despite existing literature on ILS versus PLS, there remains a gap in the effectiveness of combined PLS and ILS for post-registration nursing students. This study aims to investigate the factors influencing the learning experience of post-registration nursing students and their perceptions of PLS as an instructional strategy. MethodsThis qualitative study was implemented from October 2022 to April 2023. The entire student cohorts (n = 20) were recruited from the Advanced Diploma in Nursing (Peri-anaesthesia) programme. The students underwent both ILS (14h) and PLS (11h) as part of the mandatory activities within a 60-h module on “Crisis Management in Anaesthesia”. Three semi-structured focus group discussions (FGDs) with 16 participants were conducted. The FGDs were guided by six questions on students learning experiences that were validated using the Delphi method. ResultsThe thematic analysis revealed four major themes concerning their learning experiences: the learning journey, enablers, barriers and perceived benefits of including PLS. Among the enablers, one notable finding was learners' appreciation for their ability to apply evidence-based practice (EBP) principles, which played a significant role in achieving conceptual fidelity in their developed scenarios. ConclusionThe qualitative findings underscore the importance of PLS in fostering dynamic learning environments, vital for educators across disciplines. By actively participating in scenario design and facilitation, students enhance their understanding of theoretical concepts and clinical competency. PLS implementation provides insights into students' learning needs and challenges, benefiting educators in refining teaching strategies and enhancing educational effectiveness.