Learning partnership-the experience of peer tutoring among nursing students: a qualitative study.
BACKGROUND: Peer tutoring involves students helping each other to learn. It places teaching and learning commitments and responsibilities on students. Considerable evidence supports the positive effects of peer tutoring, including cognitive gains, improved communication, self-confidence, and social...
| Publicado en: | International Journal of Nursing Studies Vol. 44; no. 2; pp. 237 - 245 |
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| Autores principales: | , |
| Formato: | research Journal Article |
| Publicado: |
Elsevier B.V.
Feb2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106268430&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106268430 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00207489 JHV jtl: International Journal of Nursing Studies issn: 00207489 maglogo: N pubinfo: dt: Feb2007 vid: 44 iid: 2 pid: 82545 pub: Elsevier B.V. place: Philadelphia, Pennsylvania artinfo: ui: 106268430 106268430 2009515477 10.1016/j.ijnurstu.2005.11.028 NLM16412444 106268430 ppf: 237 ppct: 8 formats: tig: atl: Learning partnership-the experience of peer tutoring among nursing students: a qualitative study. aug: au: Loke AJT Chow FLW affil: School of Nursing, The Hong Kong Polytechnic University, Hung Hom, Hong Kong. sug: subj: Education, Nursing Interpersonal Relations Learning Methods Peer Group Students, Nursing Adult Audiorecording Content Analysis Convenience Sample Education Research Female Focus Groups Hong Kong Interviews Male Qualitative Studies Student Attitudes Evaluation Human Adult: 19-44 years Female Male ab: BACKGROUND: Peer tutoring involves students helping each other to learn. It places teaching and learning commitments and responsibilities on students. Considerable evidence supports the positive effects of peer tutoring, including cognitive gains, improved communication, self-confidence, and social support among students. Peer tutors are also said to better understand the learning problems of fellow peer learners than teachers do. OBJECTIVE: This study intended to facilitate the development of 'cooperative learning' among nursing students through a peer-tutoring scheme. STUDY METHOD: Undergraduate nursing students were invited to join a peer-tutoring scheme. Fourteen students studying year 3 were recruited to serve as peer tutors and 16 students from year 2 of the same program participated as tutees. Peer tutors attended a training workshop and received a guideline for peer-tutoring activities. They were to provide a total of '10 weekly tutoring sessions throughout the semester on a one-to-one basis for their tutees. Focus groups and individual interviews were conducted in the middle and at the end of the semester to evaluate the students' experiences in the tutoring process. RESULTS: Content analysis of the interview scripts identified that students had both positive and negative experiences from the peer tutoring, but that positive experiences predominated. Positive aspects included enhancement of learning skills/intellectual gains and personal growth. Negative experiences stemmed mainly from frustrations in dealing with mismatched learning styles between tutors and tutees, and the required time commitment. CONCLUSIONS: Both tutors and tutees benefited to some extent from this peer-tutoring process. Further studies in an education program for students in all years should be implemented to examine peer-tutoring effects. Implementation of peer tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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