2.50
Hdl Handle:
http://hdl.handle.net/10755/153572
Type:
Presentation
Title:
Peer Coaching: Improving Teaching and Learning Using Research Findings
Abstract:
Peer Coaching: Improving Teaching and Learning Using Research Findings
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Waddell, Donna L., RN, EdD, CS
P.I. Institution Name:North Georgia College & State University
Title:professor of nursing
Peer coaching has been used in teacher education staff development for nearly 20 years. Developed to facilitate the transfer of new skills from the staff development classroom into the repertoire of teaching skills in the teacher's classroom, peer coaching has demonstrated effectiveness in several research studies. Peer coaching has been well tested in teacher education settings and used extensively in medical education and health education. The effectiveness of peer coaching is well documented in the literature of these disciplines. However, according to the nursing education literature, nursing has not explored the potential of peer coaching or systematically evaluated the effects of peer coaching. Peer coaching is the voluntary, non-evaluative, and mutually beneficial partnership between two practitioners of similar experience who have both participated in the learning experience and wish to incorporate the new knowledge and skill into their practice. Peer coaching builds on prior knowledge and skill. It involves establishing rapport; forming a trusting relationship; sharing a mutual desire to learn and incorporate newly-learned knowledge and skills into practice; setting goals for performance, observation, reflection, and feedback; and, finally, a change in practice behavior in real-world situations. The components of peer coaching are (a) forecasting, (b) training with demonstration, (c) practice, (d) non-evaluative feedback, (e) questioning, and (f) self-assessment. There is a genuine partnership in which the end goal is improvement in performance. This presentation will focus on how the principles of peer coaching have been used in nursing education. Examples will include: using peer coaching with RN-to-BSN students to facilitate lab practice in a health assessment course and how nursing faculty members have used the principles of peer coaching to develop and integrate new strategies in the classroom. Anecdotal and quantitative evaluation data will be presented.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titlePeer Coaching: Improving Teaching and Learning Using Research Findingsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153572-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Peer Coaching: Improving Teaching and Learning Using Research Findings</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Waddell, Donna L., RN, EdD, CS</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">North Georgia College &amp; State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">professor of nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">dwaddell@ngcsu.edu</td></tr><tr><td colspan="2" class="item-abstract">Peer coaching has been used in teacher education staff development for nearly 20 years. Developed to facilitate the transfer of new skills from the staff development classroom into the repertoire of teaching skills in the teacher's classroom, peer coaching has demonstrated effectiveness in several research studies. Peer coaching has been well tested in teacher education settings and used extensively in medical education and health education. The effectiveness of peer coaching is well documented in the literature of these disciplines. However, according to the nursing education literature, nursing has not explored the potential of peer coaching or systematically evaluated the effects of peer coaching. Peer coaching is the voluntary, non-evaluative, and mutually beneficial partnership between two practitioners of similar experience who have both participated in the learning experience and wish to incorporate the new knowledge and skill into their practice. Peer coaching builds on prior knowledge and skill. It involves establishing rapport; forming a trusting relationship; sharing a mutual desire to learn and incorporate newly-learned knowledge and skills into practice; setting goals for performance, observation, reflection, and feedback; and, finally, a change in practice behavior in real-world situations. The components of peer coaching are (a) forecasting, (b) training with demonstration, (c) practice, (d) non-evaluative feedback, (e) questioning, and (f) self-assessment. There is a genuine partnership in which the end goal is improvement in performance. This presentation will focus on how the principles of peer coaching have been used in nursing education. Examples will include: using peer coaching with RN-to-BSN students to facilitate lab practice in a health assessment course and how nursing faculty members have used the principles of peer coaching to develop and integrate new strategies in the classroom. Anecdotal and quantitative evaluation data will be presented.</td></tr></table>en_GB
dc.date.available2011-10-26T12:21:52Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T12:21:52Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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