Fostering collaborative learning and leadership through near-peer mentorship among undergraduate nursing students.
Near-peer mentoring
nursing education
peer mentor behaviors
teaching strategies
Journal
Nursing forum
ISSN: 1744-6198
Titre abrégé: Nurs Forum
Pays: United States
ID NLM: 0401006
Informations de publication
Date de publication:
Sep 2022
Sep 2022
Historique:
revised:
31
03
2022
received:
21
11
2021
accepted:
10
05
2022
pubmed:
27
5
2022
medline:
8
9
2022
entrez:
26
5
2022
Statut:
ppublish
Résumé
Innovative teaching strategies in nursing education are essential with increasing enrollment. Collaborative learning and leadership (CLL) activities encourage near-peer learning through mentorship between senior-level and novice students while supporting teaching ratios in lab and clinical. In this study, senior nursing students' perceptions and performance during CLL activities were explored. Final-semester senior students participated in CLL activities and were evaluated on their leadership and engagement. Grading rubric results were summarized using descriptive statistics. Thematic analysis of students' post-CLL reflections supported common themes. Students' average scores (97.53%) confirm students were prepared and engaged in CLL activities. Senior students enjoyed "building confidence" through these activities, with a consistent theme of "becoming a leader," noted in reflections. Near-peer learning activities assisted senior students in development of leadership and communication skills, preparing them for nursing practice. Recommendations include developing instructions for varied CLL activities and exploring faculty perspectives regarding this experience.
Sections du résumé
BACKGROUND
BACKGROUND
Innovative teaching strategies in nursing education are essential with increasing enrollment. Collaborative learning and leadership (CLL) activities encourage near-peer learning through mentorship between senior-level and novice students while supporting teaching ratios in lab and clinical. In this study, senior nursing students' perceptions and performance during CLL activities were explored.
METHODS
METHODS
Final-semester senior students participated in CLL activities and were evaluated on their leadership and engagement. Grading rubric results were summarized using descriptive statistics. Thematic analysis of students' post-CLL reflections supported common themes.
RESULTS
RESULTS
Students' average scores (97.53%) confirm students were prepared and engaged in CLL activities. Senior students enjoyed "building confidence" through these activities, with a consistent theme of "becoming a leader," noted in reflections.
CONCLUSION
CONCLUSIONS
Near-peer learning activities assisted senior students in development of leadership and communication skills, preparing them for nursing practice. Recommendations include developing instructions for varied CLL activities and exploring faculty perspectives regarding this experience.
Types de publication
Journal Article
Langues
eng
Pagination
750-755Informations de copyright
© 2022 Wiley Periodicals LLC.
Références
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