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Using Assigned Peer Discussants to Enhance Engagement and Feedback for Student Presentations.

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  • 1About the Authors The authors are faculty at The Ohio State University College of Nursing, Columbus, Ohio. Elizabeth Li Sharpe, DNP, APRN-CNP, NNP-BC, FAANP, FAAN, is associate clinical professor. Alice M. Teall, DNP, APRN-CNP, FAANP, FNAP, is associate clinical professor emeritus. Tara Spalla King, PhD, RN, is associate clinical professor. For more information, contact Dr. Sharpe at sharpe.104@osu.edu .

Nursing Education Perspectives
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Summary
This summary is machine-generated.

Nursing students gain confidence and improve learning through a new peer feedback method. Assigned discussants provide real-time feedback, enhancing engagement and collegial support during class presentations.

Keywords:
Active ListeningElevator PitchLeadershipPeer FeedbackProfessionalismStudent EngagementStudent Presentations

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Area of Science:

  • Nursing Education
  • Pedagogy
  • Higher Education

Background:

  • Nursing students often experience anxiety during class presentations.
  • This anxiety can hinder peer learning and engagement.
  • Traditional presentation formats may not fully leverage peer feedback.

Purpose of the Study:

  • To introduce and evaluate the effectiveness of an assigned discussant role in nursing education.
  • To enhance student engagement and facilitate real-time peer feedback during presentations.
  • To improve active listening and feedback quality among nursing students.

Main Methods:

  • Implementation of an assigned discussant role following student presentations.
  • Students delivered brief, elevator-pitch style speeches.
  • Discussants provided feedback using specific prompts focusing on key takeaways and questions.
  • Faculty coached students on active listening and quality feedback delivery.

Main Results:

  • Students demonstrated enthusiasm for both giving and receiving peer feedback.
  • The assigned discussant role fostered immediate, constructive collegial support.
  • The innovation enhanced peer engagement and real-time learning opportunities.

Conclusions:

  • The assigned discussant model is an effective teaching innovation in nursing education.
  • This approach can mitigate presentation anxiety and improve the learning experience.
  • Facilitating structured peer feedback enhances collegial support and knowledge acquisition.