Snaps+: Peer-to-peer and academic support in developing clinical skills excellence in under-graduate nursing students: An exploratory study.
Abstract Peer to peer learning is not a new concept. It has proven to be a valuable approach to enhance deeper learning, improve critical thinking and problem solving. It has been used in the clinical environment, the classroom and the clinical skills laboratory. The aim of this study was to evaluat...
| Publicado en: | Nurse Education Today Vol. 73; pp. 7 - 13 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Elsevier B.V.
Feb2019
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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=133919366&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 133919366 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: Feb2019 vid: 73 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 133919366 133919366 133919366 10.1016/j.nedt.2018.10.006 133919366 ppf: 7 ppct: 6 formats: tig: atl: Snaps+: Peer-to-peer and academic support in developing clinical skills excellence in under-graduate nursing students: An exploratory study. aug: au: Gray, Sherree Wheat, Matthew Christensen, Martin CRAFT, Judy affil: School of Nursing, Queensland University of Technology, Caboolture Campus, Queensland 4510, Australia sug: subj: Peer Group Teaching Methods Nursing Skills Education, Nursing Students, Nursing, Baccalaureate Outcomes of Education Evaluation Human Exploratory Research Summated Rating Scaling Content Analysis Open-Ended Questionnaires Convenience Sample Descriptive Statistics Mann-Whitney U Test Content Validity ab: Abstract Peer to peer learning is not a new concept. It has proven to be a valuable approach to enhance deeper learning, improve critical thinking and problem solving. It has been used in the clinical environment, the classroom and the clinical skills laboratory. The aim of this study was to evaluate the effectiveness of student nurse assisted in practice sessions (SNAPS+) with the addition of an experienced nursing academic. Using an eight item Likert scale questionnaire together with three open ended questions, this study found that having a nursing academic present in supporting the peer teachers helped improve confidence in practicing clinical skills and was an effective teaching approach to support student learning and by also providing a critical eye over the skills being practiced. Content analysis revealed to central themes – 'being and feeling supported' and 'feeling more able and competent at undertaking essential nursing skills. The results suggest that overall the nursing students found the SNAPS+ supportive in allowing the time and space to practice skills in an informal manner. The implications for practice could include an evaluation as to whether there is any effect on student success in the clinical placement environment after attending SNAPS+ sessions. Highlights • SNAPS+ is an effective teaching approach to supporting the application and practicing of clinical skills. • Integral to this approach is having a nursing academic present to support peer teaching and student learning. • Students report feeling their confidence boosted and able to relate theory to practice more succinctly as result of the SNAPS+. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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