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Impact of Peer-Assisted Learning With Standardized Patients in an Undergraduate Nursing Course

2.50
Hdl Handle:
http://hdl.handle.net/10755/624022
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Impact of Peer-Assisted Learning With Standardized Patients in an Undergraduate Nursing Course
Other Titles:
Innovations in Nursing Education
Author(s):
Weaver, Dorie Lynn; George, Tracy P.; Kershner, Sarah H.
Lead Author STTI Affiliation:
Chi Lambda
Author Details:
Dorie Lynn Weaver, MSN, FNP-BC, School of Health Sciences, Department of Nursing, Francis Marion University, Florence, South Carolina, USA; Tracy P. George, DNP, RN, APRN-BC, CNE, School of Health Sciences, Department of Nursing, Francis Marion University, Florence, South Carolina, USA; Sarah H. Kershner, PhD, CHES, School of Health Sciences, Francis Marion University, Florence, South Carolina, USA
Abstract:

Peer-assisted learning an approach that can provide positive benefits to students. A standardized patient simulation using first semester and second semester junior nursing students was developed. The students were surveyed about their feelings about collaborative learning immediately after the simulation and six weeks later (pre-test n=70, post-test n=56).

Keywords:
Collaborative Strategies; Nursing Education; Peer-assisted Learning
Repository Posting Date:
28-Mar-2018
Date of Publication:
28-Mar-2018
Other Identifiers:
NERC18E05
Conference Date:
2018
Conference Name:
Nursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practice
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practice. Held at the Washington Marriott Wardman Park, Washington DC
Note:
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository, unless otherwise noted.

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleImpact of Peer-Assisted Learning With Standardized Patients in an Undergraduate Nursing Courseen
dc.title.alternativeInnovations in Nursing Educationen
dc.contributor.authorWeaver, Dorie Lynnen
dc.contributor.authorGeorge, Tracy P.en
dc.contributor.authorKershner, Sarah H.en
dc.contributor.departmentChi Lambdaen
dc.author.detailsDorie Lynn Weaver, MSN, FNP-BC, School of Health Sciences, Department of Nursing, Francis Marion University, Florence, South Carolina, USA; Tracy P. George, DNP, RN, APRN-BC, CNE, School of Health Sciences, Department of Nursing, Francis Marion University, Florence, South Carolina, USA; Sarah H. Kershner, PhD, CHES, School of Health Sciences, Francis Marion University, Florence, South Carolina, USAen
dc.identifier.urihttp://hdl.handle.net/10755/624022-
dc.description.abstract<p><span>Peer-assisted learning an approach that can provide positive benefits to students. A standardized patient simulation using first semester and second semester junior nursing students was developed. The students were surveyed about their feelings about collaborative learning immediately after the simulation and six weeks later (pre-test n=70, post-test n=56).</span></p>en
dc.subjectCollaborative Strategiesen
dc.subjectNursing Educationen
dc.subjectPeer-assisted Learningen
dc.date.available2018-03-28T13:30:32Z-
dc.date.issued2018-03-28-
dc.date.accessioned2018-03-28T13:30:32Z-
dc.conference.date2018en
dc.conference.nameNursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practiceen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practice. Held at the Washington Marriott Wardman Park, Washington DCen
dc.description.noteItems submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository, unless otherwise noted.-
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