- Title
- Reciprocal peer tutoring in an Australian undergraduate clinical skills setting : A mixed methods study
- Creator
- Gazula, Swapnali
- Date
- 2019
- Type
- Text; Thesis; PhD
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/169835
- Identifier
- vital:14065
- Identifier
- https://library.federation.edu.au/record=b2804089
- Abstract
- Background Incorporation of active learning approaches in the preparation of nursing students for future educational roles is an imperative. Reciprocal peer tutoring (RPT) is an active teaching/learning approach, in which individuals from similar academic levels rotate teaching/learning roles. This study aimed to explore the outcomes of RPT on undergraduate nursing students learning. Design/Methods A sequential explanatory mixed methods design, incorporating pre-post intervention surveys and focus groups with a convenience sample of 102 final-year students, from a cohort of 132 (RR = 77.3%), from a regional Australian university campus. Prior to attendance, online resources were provided on teaching fundamentals and two selected clinical skills, namely tracheostomy suctioning and intravenous cannulation. Attending participants were randomly allocated into pairs, rotating teaching and learning roles within clinical skills laboratories. Pre-post intervention survey tools examined knowledge and self-reported attitudes to a peer teaching and clinical teaching preferences (Clinical Teaching Preference Questionnaire). Post-intervention measures included a peer teaching experience (Peer Teaching Experience Questionnaire). Focus group interviews (n = 4) were conducted with 22 participants, to further understand students’ RPT experiences. Results There was positive improvement in attitudes to peer teaching (M = 49.2, SD = 10.0 to M = 52.3, SD = 8.2, p < 0.05, [95% CI = 0.7 to 5.4]). Knowledge scores also increased significantly (M = 6.9, SD = 2.0 to M = 9.7, SD = 1.9), p < 0.05 [95% CI = 2.3 to 3.2]. Aggregate mean knowledge scores increased more for peer teachers (M = 3.3) than they did for peer learners (M = 2.2). Thematic outcomes from focus groups indicated challenging yet beneficial journeys, collective learning outcomes, along with benefits of RPT including enhanced teaching, self-confidence, communication, and independent and collaborative learning. Conclusion This study concludes that RPT is effective in clinical skills teaching and sets a foundation for further research.; Doctor of Philosophy
- Publisher
- Federation University Australia
- Rights
- Copyright Swapnali Gazula
- Rights
- Open Access
- Rights
- Chapter 3 hidden, please contact author: s.gazula@federation.edu.au
- Rights
- This metadata is freely available under a CCO license
- Subject
- Peer tutoring; Undergraduate; Clinical skills; Australia; Nursing students
- Full Text
- Thesis Supervisor
- Cooper, Simon J.
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