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

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.