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Peer Teaching in High-Fidelity Simulation: Participant Experiences and Reflections
Kay Lawrence1, DeAnne K Hilfinger Messias, Robin Dawson Estrada
1Author Affiliations: Director of Simulation (Dr Lawrence) and Assistant Professor (Dr Long), School of Nursing, University of South Carolina Aiken; and Professor (Dr Messias) and Assistant Professor (Dr Estrada), College of Nursing, University of South Carolina, Columbia.
Nurse Educator
|May 23, 2018
Summary
Senior nursing students acting as peer teachers in high-fidelity simulation (HFS) labs enhanced their confidence and problem-solving skills. This leadership experience integrated learning, clinical practice, and teaching in a safe, supportive environment.
Area of Science:
- Nursing Education
- Healthcare Simulation
- Pedagogical Innovation
Background:
- Baccalaureate nursing programs often lack sufficient leadership opportunities for senior students.
- Peer teaching can foster educator roles, boosting student confidence and problem-solving abilities.
- High-fidelity simulation (HFS) laboratories offer a controlled environment for skill development.
Purpose of the Study:
- To evaluate the impact of a peer teaching initiative for senior baccalaureate nursing students within an HFS laboratory.
- To explore the experiences of both peer teachers and learners in this novel leadership role.
- To identify key themes and benefits associated with peer teaching in nursing simulation.
Main Methods:
- Focus groups were conducted with senior nursing students serving as peer teachers and their peers acting as learners.
- Thematic analysis was employed to interpret qualitative data from the focus groups.
- The study examined the intersection of simulation-based learning, clinical experience, and teaching roles.
Main Results:
- Peer teaching in HFS facilitated the integration of theoretical knowledge, clinical experience, and practical teaching skills.
- Participants highlighted the benefits of a safe environment for developing teaching competencies.
- Empathy emerged as a crucial factor in understanding the spectrum of expertise and supporting learners.
- Power dynamics between peer teachers and learners were identified as a significant aspect of the experience.
Conclusions:
- Implementing peer teaching in HFS provides a valuable leadership and learning opportunity for senior nursing students.
- This model effectively bridges academic learning with practical application in a simulated clinical setting.
- The initiative fosters professional growth, enhances self-confidence, and improves problem-solving skills through the educator role.
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