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Your search keyword '"peer-to-peer learning"' showing total 5 results
Start Over Descriptor "peer-to-peer learning" Topic experiential learning
5 results on '"peer-to-peer learning"'

2. A Peer-to-Peer Collaborative Learning Approach for the Implementation of Evidence-Informed Interventions to Improve HIV-Related Health Outcomes

Author

Keuroghlian, Alex S., Marc, Linda, Goldhammer, Hilary, Massaquoi, Massah, Downes, Alicia, Stango, Joseph, Bryant, Hannah, Cahill, Sean, Yen, Jessica, Perez, Antonia C., Head, Jennifer M., Mayer, Kenneth H., Myers, Janet, Rebchook, Gregory M., Bourdeau, Beth, Psihopaidas, Demetrios, Chavis, Nicole S., and Cohen, Stacy M.

Published
2024
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4. If You Mix Them, They Will Learn: Using Simulation to Foster Multilevel Peer-to-Peer Engagement Through an Innovative Clinical Make-Up Program.

Author

Fieler, Gina, Hart, Julie A., and Nordheim, Shawn M.

Subjects
*AFFINITY groups, *SCHOOL environment, *LEADERSHIP, *BACCALAUREATE nursing education, *MENTORING, *LEARNING strategies, *CLINICAL medicine, *EXPERIENTIAL learning
Abstract

Clinical experiences are an essential component of nursing education. However, at times, students are unable to attend scheduled clinical experiences because of illness or personal issues. We describe how a baccalaureate program of nursing used an innovative approach to manage clinical absence. Simulation educators placed students from every level of the program in teams during clinical make-up simulation scenarios. Students participating in the multilevel simulations identified leadership, mentorship, reinforcement of nursing concepts, clinical skill improvement, and the opportunity to support one another as benefits of the program. [ABSTRACT FROM AUTHOR]

Published
2021
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5. Evaluation of Constructing Care Collaboration - nurturing empathy and peer-to-peer learning in medical students who participate in voluntary structured service learning programmes for migrant workers

Author

Tct Chew, T. K. Chia, J. S. Ser, A. Sayampanathan, Dye Sin, and Gch Koh

Subjects
Male, Medical education, Service (systems architecture), Students, Medical, 020205 medical informatics, media_common.quotation_subject, Interprofessional Relations, Peer-to-peer learning, Service-learning, lcsh:Medicine, Empathy, 02 engineering and technology, Peer-to-peer, computer.software_genre, Experiential learning, Nature versus nurture, Peer Group, Education, 03 medical and health sciences, Young Adult, 0302 clinical medicine, Surveys and Questionnaires, Service learning, 0202 electrical engineering, electronic engineering, information engineering, ComputingMilieux_COMPUTERSANDEDUCATION, Humans, 030212 general & internal medicine, Cooperative Behavior, media_common, Transients and Migrants, lcsh:LC8-6691, lcsh:Special aspects of education, lcsh:R, General Medicine, Problem-Based Learning, Female, Thematic analysis, Psychology, computer, Cultural competence, Research Article
Abstract

Background Experiential learning through service provides opportunities to nurture and practice empathy. Of growing concern, studies showed significantly decreased empathy scores as students progress through medical school. Additionally, peer-to-peer learning provides an effective way for students to learn. Constructing Care Collaboration (CCC) is a student initiated, structured-service-learning-program that promotes the development of empathy and peer-to-peer teaching. CCC is conducted in cycles of 6 sessions. This is a mixed methods study that explores the effectiveness of CCC as a service learning platform in developing student participants’ empathy, social and cultural competencies, communication skills and peer-to-peer teaching skills, ultimately aiming to promote a culture of serving the underprivileged. Methods The study comprised of a self-administered quantitative questionnaire and qualitative interviews. Both evaluated if CCC participation developed volunteers’ social-awareness, cultural competency, communication, confidence and motivation to teach their peers. Results Quantitative data were collated from 38 completed student volunteers’ questionnaires. Volunteers generally agreed CCC improved social-awareness and cultural competency. It increased confidence of participants in approaching migrant-workers, communicating with people from different social backgrounds, and promoted a culture of peer-to-peer teaching. Thematic analysis of 17 interviews was conducted. Themes identified include: increased empathy towards migrant-workers, improved communication skills, and identifying benefits and challenges in peer-to-peer teaching. Conclusion From the quantitative and qualitative information gathered, CCC has been shown to be effective in nurturing participants’ self-reported empathy, cultural competence, communication skills and improved attitude towards peer-to-peer teaching. Given its effectiveness, CCC can be adopted as a model for structured service-learning. Electronic supplementary material The online version of this article (10.1186/s12909-019-1740-6) contains supplementary material, which is available to authorized users.

Published
2018

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