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Using student nurses as teachers in inquiry-based learning.

David Morris1, Patricia Turnbull

  • 1Anglia Polytechnic University, Chelmsford, Essex, UK.

Journal of Advanced Nursing
|January 7, 2004
PubMed
Summary
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Student nurses found being peer teachers uncomfortable and questioned its value. Further research is needed to explore this teaching method in nursing education, despite its potential in some situations.

Area of Science:

  • Nursing Education
  • Pedagogy in Higher Education

Background:

  • Traditional UK nurse education relies on didactic, teacher-led methods.
  • A shift towards student-centered learning (e.g., problem-based learning) is emerging.
  • Peer-assisted learning models show international success in improving student outcomes.

Purpose of the Study:

  • To assess the feasibility of undergraduate student nurses teaching peers in an inquiry-based curriculum.
  • To determine the perceived value of this peer-teaching approach by students.

Main Methods:

  • Observation of 'parallel resource sessions' and peer feedback.
  • Focus group interviews with 240 participants.
  • Thematic analysis of qualitative data.

Main Results:

Related Experiment Videos

  • Student nurses expressed discomfort with the role of peer teacher.
  • Students questioned the developmental value of this teaching method.
  • Responsibility for content delivery was seen as belonging to nurse educators.

Conclusions:

  • Nurse educators should seek innovative teaching strategies for improved student experience and practice readiness.
  • Using student nurses as teachers may be viable in specific contexts.
  • This approach requires further investigation, robust support, and ongoing evaluation.