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Appears in Collections:Faculty of Health Sciences and Sport Journal Articles
Peer Review Status: Refereed
Title: Exploration of the effects of peer teaching of research on students in an undergraduate nursing programme
Authors: Thomson, Patricia
Smith, Annetta
Annesley, Sarah Hilda
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Keywords: education
peer teaching
undergraduate students
Issue Date: Aug-2014
Publisher: SAGE
Citation: Thomson P, Smith A & Annesley S (2014) Exploration of the effects of peer teaching of research on students in an undergraduate nursing programme, Journal of Research in Nursing, 19 (5), pp. 415-430.
Abstract: The use of peer teaching has been recognised as a valuable teaching and learning strategy in higher education. It has been used in nursing as an adjunct to lectures and to support learning in clinical practice. Despite a developing literature there is limited understanding of its use for teaching about research. This educational project aimed to increase understanding of the effects of peer teaching of research in an undergraduate nursing programme. A convenience sample of 151 third year student ‘learners' were recruited from three campuses across a School of Nursing, Midwifery and Health in Scotland. Students were asked to complete a questionnaire evaluating nine peer teaching sessions delivered by seven separate peer ‘tutor' presenters, i.e. honours students (two students repeated their presentations). Five peer ‘tutors' participated in a focus group to discuss their experience of teaching and personal learning. Results indicated that the student learners' understanding of research and its relevance to clinical practice had been enhanced. These findings resonated with the peer ‘tutors' intentions of helping other students to make that connection through the presentation of their work. In conclusion, peer teaching of research helped undergraduate nursing students learn about research and it assisted the peer ‘tutors' to consolidate their learning, develop teaching skills and confidence.
Type: Journal Article
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Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: HS Research - Stirling
HS Research - W Isles
HS UG Regulated - Stirling

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