Peer Tutor Support of Diverse Learning Styles for Pre-Licensure Nursing Students in a Simulation Center Environment

2.50
Hdl Handle:
http://hdl.handle.net/10755/602612
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Title:
Peer Tutor Support of Diverse Learning Styles for Pre-Licensure Nursing Students in a Simulation Center Environment
Author(s):
Camp, Caitlin Michele
Lead Author STTI Affiliation:
Phi Pi
Author Details:
Caitlin Michele Camp, caitlin.camp@yahoo.com
Abstract:
Session presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: Pre-licensure BSN students show a preference for multiple learning styles. The SIMCARE Center, simulation lab offers students the opportunity to learn based off of their own learning styles. This is facilitated by peer tutoring using visual aids, simulation, and matching activities.  Pre-licensure BSN students at Chamberlain College of Nursing have the opportunity to identify their learning styles. These learning styles include visual, auditory, reading, and kinesthetic (Fleming & Baume, 2006). Visual learners prefer observation, PowerPoint presentations, or graphics to enhance learning while aural learners prefer to listen, discuss, and participate in study groups (Blevins 2014). Reading learners prefer textbooks, essays, and manuals while kinesthetic learners prefer to be hands-on, participate in role playing, and manipulate equipment. Students who work as a team can incorporate all three learning styles in simulation. Learning can be acquired through discussion during pre and post conference and watching or role playing during the simulation. Peer tutors can assist with this process by being an active team member. This can include, but not limited to assisting in the simulation room, enhancing their knowledge of the simulation topic pre and post, and providing evaluations to enhance further simulations. Multiple activities created by peer tutors have been implemented in addition to simulation to support learning styles such as handouts, matching activities, and hands-on assessments. It is the job of a peer tutor to reinforce the material in a way that supports each learning style.  According to Benner (1982), there are five different levels of proficiency in nursing. The novice nurse is the beginning level of proficiency during which he or she has no experience in tasks they are expected to perform. The second level of nursing is the advanced beginner who is acceptable in the tasks he or she is expected to perform. The competent nurse is the third level of proficiency in which he or she worked for two to three years and has been able to set long-term goals for themselves. The proficient nurse is the fourth level where more perspectives come into play and less labored decision making occurs. The last level of proficiency in nursing is the expert who has a large background and is able to care out duties with intuition. When Chamberlain College of Nursing pre-licensure students assist in simulation, they are also starting as novice nurses. Simulation gives students the ability to role play as registered nurses and act out multiple scenarios before going into the clinical setting. Novice nursing in the SIMCARE Center gives students background knowledge before being hired which can put them ahead of any other school who does not participate in simulation. Unsolicited student comments suggest a majority of pre-licensure students prefer hands-on learning. Survey results confirm increased student satisfaction following kinesthetic, or hands on learning as compared to lecture alone. Inter-professional Education (IPE) is integrated into the SIMCARE Center approach and supports students in collaborative practice. IPE enables students to work in teams, ensure consistency with care for patients, and generate new roles (Barr 1988). Identifying how each pre-licensure student at Chamberlain College of Nursing learns to improve student success. Peer tutoring is important to these students because it provides them with positive reinforcement of material learned in class while also supporting their individual learning style.
Keywords:
Pre-licensure nursing students; Learning styles; Peer Tutors
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15RS1.18
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.titlePeer Tutor Support of Diverse Learning Styles for Pre-Licensure Nursing Students in a Simulation Center Environmenten
dc.contributor.authorCamp, Caitlin Micheleen
dc.contributor.departmentPhi Pien
dc.author.detailsCaitlin Michele Camp, caitlin.camp@yahoo.comen
dc.identifier.urihttp://hdl.handle.net/10755/602612en
dc.description.abstractSession presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: Pre-licensure BSN students show a preference for multiple learning styles. The SIMCARE Center, simulation lab offers students the opportunity to learn based off of their own learning styles. This is facilitated by peer tutoring using visual aids, simulation, and matching activities.  Pre-licensure BSN students at Chamberlain College of Nursing have the opportunity to identify their learning styles. These learning styles include visual, auditory, reading, and kinesthetic (Fleming & Baume, 2006). Visual learners prefer observation, PowerPoint presentations, or graphics to enhance learning while aural learners prefer to listen, discuss, and participate in study groups (Blevins 2014). Reading learners prefer textbooks, essays, and manuals while kinesthetic learners prefer to be hands-on, participate in role playing, and manipulate equipment. Students who work as a team can incorporate all three learning styles in simulation. Learning can be acquired through discussion during pre and post conference and watching or role playing during the simulation. Peer tutors can assist with this process by being an active team member. This can include, but not limited to assisting in the simulation room, enhancing their knowledge of the simulation topic pre and post, and providing evaluations to enhance further simulations. Multiple activities created by peer tutors have been implemented in addition to simulation to support learning styles such as handouts, matching activities, and hands-on assessments. It is the job of a peer tutor to reinforce the material in a way that supports each learning style.  According to Benner (1982), there are five different levels of proficiency in nursing. The novice nurse is the beginning level of proficiency during which he or she has no experience in tasks they are expected to perform. The second level of nursing is the advanced beginner who is acceptable in the tasks he or she is expected to perform. The competent nurse is the third level of proficiency in which he or she worked for two to three years and has been able to set long-term goals for themselves. The proficient nurse is the fourth level where more perspectives come into play and less labored decision making occurs. The last level of proficiency in nursing is the expert who has a large background and is able to care out duties with intuition. When Chamberlain College of Nursing pre-licensure students assist in simulation, they are also starting as novice nurses. Simulation gives students the ability to role play as registered nurses and act out multiple scenarios before going into the clinical setting. Novice nursing in the SIMCARE Center gives students background knowledge before being hired which can put them ahead of any other school who does not participate in simulation. Unsolicited student comments suggest a majority of pre-licensure students prefer hands-on learning. Survey results confirm increased student satisfaction following kinesthetic, or hands on learning as compared to lecture alone. Inter-professional Education (IPE) is integrated into the SIMCARE Center approach and supports students in collaborative practice. IPE enables students to work in teams, ensure consistency with care for patients, and generate new roles (Barr 1988). Identifying how each pre-licensure student at Chamberlain College of Nursing learns to improve student success. Peer tutoring is important to these students because it provides them with positive reinforcement of material learned in class while also supporting their individual learning style.en
dc.subjectPre-licensure nursing studentsen
dc.subjectLearning stylesen
dc.subjectPeer Tutorsen
dc.date.available2016-03-21T16:32:57Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:32:57Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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