2.50
Hdl Handle:
http://hdl.handle.net/10755/162332
Category:
Abstract
Type:
Presentation
Title:
Perceptions of a Peer Learning Approach to Pediatric Clinical Education
Author(s):
Chojecki, Patrycja; Lamarre, Jennifer; Buck, Madeleine; Eldaoud, Nadia; St. Sauveur, Isabelle
Author Details:
Patrycja Chojecki, B.Sc.; M.Sc. (A) (c), M.Sc.(A) in Nursing Candidate, McGill University, Montreal, Quebec, Canada, email: patrycja.chojecki@mail.mcgill.ca; Jennifer Lamarre; Madeleine Buck; Nadia Eldaoud; Isabelle St. Sauveur
Abstract:
CASN Nursing Academic Leadership Conference: Background: With the changing trends in the acute pediatric setting, there is concern that nursing students are not provided sufficient opportunities to develop the required clinical competencies. A peer learning approach can assist students in achieving learning objectives through efficient and effective use of limited resources. Purpose: This study describes the perceptions of nursing students, clinical instructors and nursing team leaders in their use of a peer learning approach in an acute pediatric clinical setting. Methodology: A qualitative descriptive design with semi-structured interviews was used. A convenience sample of second year nursing students (n=10), clinical instructors (n=2) and nursing team leader (n=1) who experienced peer learning were selected. Results: Thirteen participants were interviewed. Preliminary results show all participant groups stated overall positive experiences with a formalized peer learning approach. The novelty of a new learning approach, support, communication and the facilitation of learning were themes that emerged. Conclusion: The results highlight how the learning process was influenced by the new pedagogical approach and the students' status as novices. Peer learning provided emotional and physical support necessitated in an acute pediatric setting. Implications for clinical education are discussed. Key words: Peer learning, perceptions, qualitative methodology, pediatric clinical education, academic and nursing.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2008
Conference Name:
CASN Nursing Academic Leadership Conference
Conference Host:
Canadian Association of Schools of Nursing
Conference Location:
Toronto, Ontario, Canada
Description:
Conference theme: Nursing Academic Leadership in Action; Strategies for Success, 8 - 11 May, 2008. Held at the Hilton Downtown, Toronto.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titlePerceptions of a Peer Learning Approach to Pediatric Clinical Educationen_GB
dc.contributor.authorChojecki, Patrycjaen_US
dc.contributor.authorLamarre, Jenniferen_US
dc.contributor.authorBuck, Madeleineen_US
dc.contributor.authorEldaoud, Nadiaen_US
dc.contributor.authorSt. Sauveur, Isabelleen_US
dc.author.detailsPatrycja Chojecki, B.Sc.; M.Sc. (A) (c), M.Sc.(A) in Nursing Candidate, McGill University, Montreal, Quebec, Canada, email: patrycja.chojecki@mail.mcgill.ca; Jennifer Lamarre; Madeleine Buck; Nadia Eldaoud; Isabelle St. Sauveuren_US
dc.identifier.urihttp://hdl.handle.net/10755/162332-
dc.description.abstractCASN Nursing Academic Leadership Conference: Background: With the changing trends in the acute pediatric setting, there is concern that nursing students are not provided sufficient opportunities to develop the required clinical competencies. A peer learning approach can assist students in achieving learning objectives through efficient and effective use of limited resources. Purpose: This study describes the perceptions of nursing students, clinical instructors and nursing team leaders in their use of a peer learning approach in an acute pediatric clinical setting. Methodology: A qualitative descriptive design with semi-structured interviews was used. A convenience sample of second year nursing students (n=10), clinical instructors (n=2) and nursing team leader (n=1) who experienced peer learning were selected. Results: Thirteen participants were interviewed. Preliminary results show all participant groups stated overall positive experiences with a formalized peer learning approach. The novelty of a new learning approach, support, communication and the facilitation of learning were themes that emerged. Conclusion: The results highlight how the learning process was influenced by the new pedagogical approach and the students' status as novices. Peer learning provided emotional and physical support necessitated in an acute pediatric setting. Implications for clinical education are discussed. Key words: Peer learning, perceptions, qualitative methodology, pediatric clinical education, academic and nursing.en_GB
dc.date.available2011-10-27T10:01:09Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T10:01:09Z-
dc.conference.date2008-
dc.conference.nameCASN Nursing Academic Leadership Conferenceen_US
dc.conference.hostCanadian Association of Schools of Nursingen_US
dc.conference.locationToronto, Ontario, Canadaen_US
dc.descriptionConference theme: Nursing Academic Leadership in Action; Strategies for Success, 8 - 11 May, 2008. Held at the Hilton Downtown, Toronto.en_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.