Patterns of peer tutoring in nursing.

Area of Science:

• Nursing Education
• Higher Education Pedagogy
• Academic Support Strategies

Background:

• Peer tutoring is recognized for academic benefits in higher education.
• Limited research exists on peer tutoring across the entire nursing curriculum.
• Nursing students often face academic challenges requiring targeted support.

Purpose of the Study:

• To implement and evaluate a peer tutoring program for nursing students at a regional Appalachian university.
• To explore the evolution and effectiveness of various peer tutoring models beyond the traditional one-on-one approach.
• To identify the specific skills, relationships, outcomes, and challenges associated with different tutoring patterns.

Main Methods:

• A qualitative evaluation of an evolving peer tutoring program involving nursing students.
• Analysis of diverse tutoring patterns: dyad, small group, large group, skill-based, assignment-based, and question-based.
• Assessment of tutor skill requirements, tutor-tutoree dynamics, and outcome variations across different models.

Main Results:

• The peer tutoring program accommodated at-risk students with multiple failure risk factors.
• Tutoring evolved into various patterns, including group and specialized sessions.
• Each pattern demonstrated unique tutor skill needs, relationship dynamics, and outcome focuses, with distinct advantages and disadvantages.

Conclusions:

• All implemented peer tutoring patterns positively impacted nursing students' academic skills and performance.
• Flexible and diverse peer tutoring models can be effectively integrated throughout the nursing curriculum.
• Peer tutoring is a valuable strategy for supporting diverse nursing student populations and improving academic success.