Peer Assisted Learning in a Simulated Emergency Department Experience for Undergraduate Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/602984
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Peer Assisted Learning in a Simulated Emergency Department Experience for Undergraduate Nursing Students
Other Titles:
Simulation in the Clinical Education Environment [Session]
Author(s):
Tapler, Deborah A.; McMenamy, Nancy; Bain, Cynthia Denise; McMenamy, Nancy; Bain, Cynthia Denise
Lead Author STTI Affiliation:
Beta Beta
Author Details:
Deborah A. Tapler, RN, CNE, dtapler@twu.edu; Nancy McMenamy, RN, CNE; Cynthia Denise Bain, RN, CNE
Abstract:
Session presented on Monday, November 9, 2015: The role of peer assisted learning (PAL) in simulation is an emerging concept in nursing education and collaborative learning. Peer assisted learning is defined as “the act or process of gaining knowledge, understanding, or skill from students who are either at different or equivalent academic or experiential levels” (Henning, Weidner, and Marty, 2008, p. 85). According to Topping (2001), learning through teaching others, a key element of PAL, is the highest level in the learning approach hierarchy. According to Stone, Cooper, and Cant (2013), peer learning has been utilized to promote the foundations of nursing practice such as critical thinking and the acquisition of clinical knowledge and skills. Social cognitive theory (SCT) supports the use of peer learning strategies by joining students in activities that have similar knowledge levels and outcome objectives to build confidence in learning (Owen & Ward-Smith, 2013). In an effort to address IOM mandates for safety in nursing communication and to incorporate innovation into simulation experiences, the faculty developed an undergraduate simulated experience using standardized patients in an emergency department (ED) scenario. Nursing students at the junior and senior level participate in a simulation focused on five patients presenting to the ED. The five live actors (three adult patients and two pediatric patients with parents) have applicable moulage applied and are instructed to portray the specified clinical manifestations of their disease or injury. The use of standardized patients is an excellent approach to hands-on learning and offers the students more complex interactions requiring spontaneous responses. This strategy promotes active learning through the use of a dynamic learning environment and the application of previous and current knowledge in a simulated practice setting. Prior to the initiation of the simulation experience, all students are oriented to the clinical expectations of the learning activity and the documents required for data collection. Two junior students are assigned to a specific standardized patient. They then conduct an admission assessment using interviewing techniques and document vital signs. Subsequently, the senior students enter the ED area with outcome objectives to receive a SBAR report from the junior students assigned to each patient, gather any additional data about the patients through collaborative questioning of the junior students and the patient, and ultimately prioritize the acuity of the five patients based on their data collection. The junior students gain confidence and competence by repeatedly presenting their patient information to each team of senior students who rotate through the data collection process for the five patient scenarios. Through the process of cognitive modeling, the junior students elevate their clinical reasoning skills by observing enhanced assessment and interviewing techniques demonstrated by senior students. The junior students are able to identify data gaps from their initial patient assessment that are illuminated by the actions of their higher level peers. Peer assisted learning offers several benefits to a simulation experience. Students at both levels gain critical knowledge and skills about nursing concepts (i.e., disease and nursing processes). They practice professional communication skills through collaborative efforts to understand the acute care needs of each patient and family. Each student gains increased self-confidence by having the opportunity to practice in a safe, learner-centered environment, by interacting with realistic patients with unknown symptomology and natural responses, and by developing positive reciprocal relationships with their peers. Through the use of peer assisted learning in a simulated educational environment, peers helping peers learn has been very effective.
Keywords:
peer assisted learning; simulation; standardized patients
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15F04
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.typePresentationen
dc.titlePeer Assisted Learning in a Simulated Emergency Department Experience for Undergraduate Nursing Studentsen
dc.title.alternativeSimulation in the Clinical Education Environment [Session]en
dc.contributor.authorTapler, Deborah A.en
dc.contributor.authorMcMenamy, Nancyen
dc.contributor.authorBain, Cynthia Deniseen
dc.contributor.authorMcMenamy, Nancyen
dc.contributor.authorBain, Cynthia Deniseen
dc.contributor.departmentBeta Betaen
dc.author.detailsDeborah A. Tapler, RN, CNE, dtapler@twu.edu; Nancy McMenamy, RN, CNE; Cynthia Denise Bain, RN, CNEen
dc.identifier.urihttp://hdl.handle.net/10755/602984en
dc.description.abstractSession presented on Monday, November 9, 2015: The role of peer assisted learning (PAL) in simulation is an emerging concept in nursing education and collaborative learning. Peer assisted learning is defined as “the act or process of gaining knowledge, understanding, or skill from students who are either at different or equivalent academic or experiential levels” (Henning, Weidner, and Marty, 2008, p. 85). According to Topping (2001), learning through teaching others, a key element of PAL, is the highest level in the learning approach hierarchy. According to Stone, Cooper, and Cant (2013), peer learning has been utilized to promote the foundations of nursing practice such as critical thinking and the acquisition of clinical knowledge and skills. Social cognitive theory (SCT) supports the use of peer learning strategies by joining students in activities that have similar knowledge levels and outcome objectives to build confidence in learning (Owen & Ward-Smith, 2013). In an effort to address IOM mandates for safety in nursing communication and to incorporate innovation into simulation experiences, the faculty developed an undergraduate simulated experience using standardized patients in an emergency department (ED) scenario. Nursing students at the junior and senior level participate in a simulation focused on five patients presenting to the ED. The five live actors (three adult patients and two pediatric patients with parents) have applicable moulage applied and are instructed to portray the specified clinical manifestations of their disease or injury. The use of standardized patients is an excellent approach to hands-on learning and offers the students more complex interactions requiring spontaneous responses. This strategy promotes active learning through the use of a dynamic learning environment and the application of previous and current knowledge in a simulated practice setting. Prior to the initiation of the simulation experience, all students are oriented to the clinical expectations of the learning activity and the documents required for data collection. Two junior students are assigned to a specific standardized patient. They then conduct an admission assessment using interviewing techniques and document vital signs. Subsequently, the senior students enter the ED area with outcome objectives to receive a SBAR report from the junior students assigned to each patient, gather any additional data about the patients through collaborative questioning of the junior students and the patient, and ultimately prioritize the acuity of the five patients based on their data collection. The junior students gain confidence and competence by repeatedly presenting their patient information to each team of senior students who rotate through the data collection process for the five patient scenarios. Through the process of cognitive modeling, the junior students elevate their clinical reasoning skills by observing enhanced assessment and interviewing techniques demonstrated by senior students. The junior students are able to identify data gaps from their initial patient assessment that are illuminated by the actions of their higher level peers. Peer assisted learning offers several benefits to a simulation experience. Students at both levels gain critical knowledge and skills about nursing concepts (i.e., disease and nursing processes). They practice professional communication skills through collaborative efforts to understand the acute care needs of each patient and family. Each student gains increased self-confidence by having the opportunity to practice in a safe, learner-centered environment, by interacting with realistic patients with unknown symptomology and natural responses, and by developing positive reciprocal relationships with their peers. Through the use of peer assisted learning in a simulated educational environment, peers helping peers learn has been very effective.en
dc.subjectpeer assisted learningen
dc.subjectsimulationen
dc.subjectstandardized patientsen
dc.date.available2016-03-21T16:40:51Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:40:51Zen
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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