Peer Mentoring: Can It Improve Student Learning in Acquiring Health Assessment Skills?

2.50
Hdl Handle:
http://hdl.handle.net/10755/304203
Category:
Abstract
Type:
Presentation
Title:
Peer Mentoring: Can It Improve Student Learning in Acquiring Health Assessment Skills?
Author(s):
Bornais, Judy A. K.; Patrick, Linda J.; El-Masri, Maher M.
Lead Author STTI Affiliation:
Iota Omicron
Author Details:
Judy A. K. Bornais, RN, BA, BScN, MSc, jbornais@uwindsor.ca; Linda J. Patrick, RN, BScN, MA, MSc, PhD; Maher M. El-Masri, RN, PhD;
Abstract:

Session presented on: Thursday, July 25, 2013

Purpose:

 The use of Standardized Patients (SP) has been found to be associated with improved health assessment skills, competence and application of theory into practice. A peer mentor, unlike an SP, is an upper level undergraduate nursing student who possesses knowledge and skills in health assessment. It has been suggested that peer mentors are more likely to produce improved academic skills and clinical performance. The purpose of this study was to examine the effectiveness of peer mentors, as compared to SPs, in improving first year nursing students’ learning and outcomes in health assessment courses.

Methods:

A pretest-posttest randomized intervention was conducted on a convenience sample of 212 first year undergraduate Baccelaureate nursing students.  Study participants were recruited from a mid-size university and a community college collaborative nursing program in Ontario, Canada.

Results:

 Our adjusted results suggested that working with peer mentors yields a significant improvement in Objective Structured Clinical Examinations (OSCE) mean scores as compared with working with peers and working with SPs (β = .190; P = 0.009).  The results also showed that older students had higher post OSCE score than younger students (β = .272; P < 0.001).

Conclusion:

The findings suggest that the use of peer mentors in nursing education may prove helpful in enhancing undergraduate nursing students’ health assessment skills.

Keywords:
health assessment; education; peer mentors
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.
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.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titlePeer Mentoring: Can It Improve Student Learning in Acquiring Health Assessment Skills?en_GB
dc.contributor.authorBornais, Judy A. K.en_GB
dc.contributor.authorPatrick, Linda J.en_GB
dc.contributor.authorEl-Masri, Maher M.en_GB
dc.contributor.departmentIota Omicronen_GB
dc.author.detailsJudy A. K. Bornais, RN, BA, BScN, MSc, jbornais@uwindsor.ca; Linda J. Patrick, RN, BScN, MA, MSc, PhD; Maher M. El-Masri, RN, PhD;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/304203-
dc.description.abstract<p>Session presented on: Thursday, July 25, 2013</p><b>Purpose: </b> <p> The use of Standardized Patients (SP) has been found to be associated with improved health assessment skills, competence and application of theory into practice. A peer mentor, unlike an SP, is an upper level undergraduate nursing student who possesses knowledge and skills in health assessment. It has been suggested that peer mentors are more likely to produce improved academic skills and clinical performance. The purpose of this study was to examine the effectiveness of peer mentors, as compared to SPs, in improving first year nursing students’ learning and outcomes in health assessment courses. <p><b>Methods: </b> <p>A pretest-posttest randomized intervention was conducted on a convenience sample of 212 first year undergraduate Baccelaureate nursing students.  Study participants were recruited from a mid-size university and a community college collaborative nursing program in Ontario, Canada. <p><b>Results: </b> <p> Our adjusted results suggested that working with peer mentors yields a significant improvement in Objective Structured Clinical Examinations (OSCE) mean scores as compared with working with peers and working with SPs (β = .190; P = 0.009).  The results also showed that older students had higher post OSCE score than younger students (β = .272; P < 0.001). <p><b>Conclusion: </b> <p>The findings suggest that the use of peer mentors in nursing education may prove helpful in enhancing undergraduate nursing students’ health assessment skills.en_GB
dc.subjecthealth assessmenten_GB
dc.subjecteducationen_GB
dc.subjectpeer mentorsen_GB
dc.date.available2013-10-22T20:31:05Z-
dc.date.issued2013-10-22-
dc.date.accessioned2013-10-22T20:31:05Z-
dc.conference.date2013en_GB
dc.conference.name24th International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationPrague, Czech Republicen_GB
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en_GB
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.en_GB
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