Contenuto dell'articolo principale
Abstract
Introduzione: L’apprendimento tra pari è una strategia didattica importante, insieme a quelle tradizionali, nello sviluppo di competenze di ragionamento diagnostico e pensiero critico, di leadership, di insegnamento e tutorship degli studenti infermieri.
Obiettivo: valutare l’efficacia dell’apprendimento tra pari nello sviluppo delle competenze di ragionamento diagnostico, di capacità decisionale e conoscenza degli studenti infermieri.
Disegno: Studio randomizzato controllato monocentrico di tipo pilota.
Setting: Sede di un Corso di Laurea in Infermieristica di Torino, nel mese di giugno 2019.Partecipanti: 113 studenti infermieri (gruppo di intervento: n=68, gruppo di controllo: n= 45).
Intervento: Applicazione dell’apprendimento tra pari in sessioni in cui erano presenti contemporaneamente studenti del primo, secondo e terzo anno. Questi studenti hanno condotto una discussione di un caso clinico senza la supervisione dei docenti.
Risultati: Gli studenti del gruppo di intervento (GI) hanno risposto meglio rispetto al controllo (GC); sono state rilevate differenze statisticamente significative rispetto alle percentuali di correttezza delle risposte ai quesiti di ragionamento diagnostico e capacità decisionale (p=0,001; p=0,008). Rispetto alla diagnosi infermieristica, due studenti del gruppo di intervento hanno dimostrato di possedere questo tipo di competenza.
Conclusioni: Gli studenti del GI hanno dimostrato competenze di ragionamento diagnostico più elevate. Sono pochi però gli items nei quali sono emerse differenze statisticamente significative a favore degli studenti del GI. Ciò potrebbe essere attribuito al poco tempo a disposizione della sperimentazione e al numero esiguo di studenti coinvolti nello studio. Una valutazione certificativa, e non solo formativa all’esperienza, potrebbe potenziare ulteriormente l’efficacia dell’apprendimento tra pari.
Keywords: “peer learning”, “nursing students”, “competence”, “diagnostic reasoning”, “pedagogic strategies
Dettagli dell'articolo
Riferimenti
- Alizadeh, M., Mirzazadeh, A., Parmelee, D. X., Peyton, E., Mehrdad, N., Janani, L., & Shahsava-ri, H. (2018). Leadership Identity Development Through Reflection and Feedback in Team-Based Learning Medical Student Teams. Teaching and learning in medicine, 30, 76–83.
- Andersen, T., & Watkins, K. (2018). The Value of Peer Mentorship as an Educational Strategy in Nursing. The Journal of nursing education, 57, 217–224.
- Brown Tyo, M., & McCurry, M. K. (2019). An Integrative Review of Clinical Reasoning Teach-ing Strategies and Outcome Evaluation in Nursing Education. Nursing education perspectives, 40, 11–17.
- Bright A. L. (2019). Practicing Leadership Skills through Peer Mentoring and Teaching: the Lived Experience of BSN Students. International journal of nursing education scholarship, 16, 10.1515/ijnes-2019-0022.
- Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2020). Key tips for teaching in the clini-cal setting. BMC medical education, 20, 463.
- Carey, M. C., Kent, B., & Latour, J. M. (2018). Experiences of undergraduate nursing students in peer assisted learning in clinical practice: a qualitative systematic review. JBI database of systema-tic reviews and implementation reports, 16, 1190–1219.
- Collins, T., Perry, F., & Chandler, V. (2021). Using Peer Discussion to Create a SOAP Note in Graduate Clinical Nursing Education. Nursing education perspectives, 42, E66–E67.
- Curtis, E., Ryan, C., Roy, S., Simes, T., Lapkin, S., O'Neill, B., & Faithfull-Byrne, A. (2016). In-corporating peer-to-peer facilitation with a mid-level fidelity student led simulation experience for undergraduate nurses. Nurse education in practice, 20, 80–84.
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- Hegg, R. M., Ivan, K. F., Tone, J., & Morten, A. (2020). Comparison of peer assessment and faculty assessment in an interprofessional simulation-based team training program. Nurse educa-tion in practice, 42, 102666.
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- Lee, J., Lee, Y., Gong, S., Bae, J., & Choi, M. (2016). A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students. BMC medical education, 16, 240.
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- Tai, J., Molloy, E., Haines, T., & Canny, B. (2016). Same-level peer-assisted learning in medical clinical placements: a narrative systematic review. Medical education, 50, 469–484.
- Tornwall J. (2018). Peer assessment practices in nurse education: An integrative review. Nurse education today, 71, 266–275.
- Trotter T. L. (2021). Using the peer review process to educate and empower emerging nurse scholars. Journal of professional nursing : official journal of the American Association of Colleg-es of Nursing, 37, 488–492.
- Underwood, S., Green, J., Walton, R., Hackett, K., Cooke, J., Pegg, M., & Armstrong, C. (2019). Evaluating the impact of a coaching pilot on students and staff. British journal of nursing (Mark Allen Publishing), 28, 1394–1398.
- Westerdahl, F., Carlson, E., Wennick, A., & Borglin, G. (2020). Teaching strategies and outcome assessments targeting critical thinking in bachelor nursing students: a scoping review protocol. BMJ open, 10, e033214.
- Wosinski, J., Belcher, A. E., Dürrenberger, Y., Allin, A. C., Stormacq, C., & Gerson, L. (2018). Facilitating problem-based learning among undergraduate nursing students: A qualitative system-atic review. Nurse education today, 60, 67–74.
Riferimenti
Alizadeh, M., Mirzazadeh, A., Parmelee, D. X., Peyton, E., Mehrdad, N., Janani, L., & Shahsava-ri, H. (2018). Leadership Identity Development Through Reflection and Feedback in Team-Based Learning Medical Student Teams. Teaching and learning in medicine, 30, 76–83.
Andersen, T., & Watkins, K. (2018). The Value of Peer Mentorship as an Educational Strategy in Nursing. The Journal of nursing education, 57, 217–224.
Brown Tyo, M., & McCurry, M. K. (2019). An Integrative Review of Clinical Reasoning Teach-ing Strategies and Outcome Evaluation in Nursing Education. Nursing education perspectives, 40, 11–17.
Bright A. L. (2019). Practicing Leadership Skills through Peer Mentoring and Teaching: the Lived Experience of BSN Students. International journal of nursing education scholarship, 16, 10.1515/ijnes-2019-0022.
Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2020). Key tips for teaching in the clini-cal setting. BMC medical education, 20, 463.
Carey, M. C., Kent, B., & Latour, J. M. (2018). Experiences of undergraduate nursing students in peer assisted learning in clinical practice: a qualitative systematic review. JBI database of systema-tic reviews and implementation reports, 16, 1190–1219.
Collins, T., Perry, F., & Chandler, V. (2021). Using Peer Discussion to Create a SOAP Note in Graduate Clinical Nursing Education. Nursing education perspectives, 42, E66–E67.
Curtis, E., Ryan, C., Roy, S., Simes, T., Lapkin, S., O'Neill, B., & Faithfull-Byrne, A. (2016). In-corporating peer-to-peer facilitation with a mid-level fidelity student led simulation experience for undergraduate nurses. Nurse education in practice, 20, 80–84.
Granheim, B. M., Shaw, J. M., & Mansah, M. (2018). The use of interprofessional learning and simulation in undergraduate nursing programs to address interprofessional communication and collaboration: An integrative review of the literature. Nurse education today, 62, 118–127.
George, T. P., Gainey, K. L., Kershner, S. H., Weaver, D. L., & Hucks, J. M. (2020). Junior and Senior Nursing Students: A Near-Peer Simulation Experience. The Journal of nursing education, 59, 54–56.
Gray, S., Wheat, M., Christensen, M., & Craft, J. (2019). Snaps+: Peer-to-peer and academic support in developing clinical skills excellence in under-graduate nursing students: An exploratory study. Nurse education today, 73, 7–12.
Hegg, R. M., Ivan, K. F., Tone, J., & Morten, A. (2020). Comparison of peer assessment and faculty assessment in an interprofessional simulation-based team training program. Nurse educa-tion in practice, 42, 102666.
Irvine, S., Williams, B., & McKenna, L. (2018). Near-peer teaching in undergraduate nurse educa-tion: An integrative review. Nurse education today, 70, 60–68.
Irvine, S., Williams, B., Özmen, M., & McKenna, L. (2019). Exploration of self-regulatory be-haviours of undergraduate nursing students learning to teach: A social cognitive perspective. Nur-se education in practice, 41, 102633.
Jacobs S. (2017). A Scoping Review Examining Nursing Student Peer Mentorship. Journal of professional nursing : official journal of the American Association of Colleges of Nursing, 33, 212–22
Lawrence, K., Messias, D., Estrada, R. D., & Long, V. (2018). Peer Teaching in High-Fidelity Simulation: Participant Experiences and Reflections. Nurse educator, 43, 312–316.
Lee, J., Lee, Y., Gong, S., Bae, J., & Choi, M. (2016). A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students. BMC medical education, 16, 240.
Lorio, A. K., Florman, T. M., Gore, J. B., Housley, S. N., & Nelson, M. A. (2016). Power of Peer-Assisted Learning: An Interdisciplinary Mobility Laboratory Experience. The Journal of nursing education, 55, 83–86.
Markowski, M., Bower, H., Essex, R., & Yearley, C. (2021). Peer learning and collaborative placement models in health care: a systematic review and qualitative synthesis of the literature. Nelwati, Abdullah, K. L., & Chan, C. M. (2018). A systematic review of qualitative studies ex-ploring peer learning experiences of undergraduate nursing students. Nurse education today, 71, 185–192.
Pålsson, Y., Mårtensson, G., Swenne, C. L., Ädel, E., & Engström, M. (2017). A peer learning intervention for nursing students in clinical practice education: A quasi-experimental study. Nurse education today, 51, 81–87.
Peñuela-Epalza, M., & De la Hoz, K. (2019). Incorporation and evaluation of serial concept maps for vertical integration and clinical reasoning in case-based learning tutorials: Perspectives of stu-dents beginning clinical medicine. Medical teacher, 41, 433–440.
Pålsson, Y., Mårtensson, G., Swenne, C. L., Mogensen, E., & Engström, M. (2021). First-year nursing students' collaboration using peer learning during clinical practice education: An observa-tional study. Nurse education in practice, 50, 102946.
Putri, S. T., & Sumartini, S. (2021). Integrating Peer Learning Activities and Problem-Based Learning in Clinical Nursing Education. SAGE open nursing, 7, 23779608211000262.
Rossetti, A. M., Lettieri, A., Greco, L., & Dalponte, A. (2016). Sistemi per la valutazione della complessità assistenziale a confronto: revisione narrativa della letteratura. Assistenza infermieristica e ricerca : AIR, 35, 70–81.
Spence B. (2019). Using Bloom's Taxonomy Matrix to Reach Higher-Level Learning Objectives. Radiologic technology, 90, 622–624.
Rance, S., & Sweet, L. (2016). Developing clinical teaching capacities of midwifery students. Women and birth : journal of the Australian College of Midwives, 29, 260–268.
Yue, M., Zhang, M., Zhang, C., & Jin, C. (2017). The effectiveness of concept mapping on de-velopment of critical thinking in nursing education: A systematic review and meta-analysis. Nurse education today, 52, 87–94.
Spence B. (2019). Using Bloom's Taxonomy Matrix to Reach Higher-Level Learning Objectives. Radiologic technology, 90, 622–624.
Stenberg, M., Bengtsson, M., Mangrio, E., & Carlson, E. (2020). Preceptors' experiences of us-ing structured learning activities as part of the peer learning model: A qualitative study. Nurse education in practice, 42, 102668.
Tai, J., Molloy, E., Haines, T., & Canny, B. (2016). Same-level peer-assisted learning in medical clinical placements: a narrative systematic review. Medical education, 50, 469–484.
Tornwall J. (2018). Peer assessment practices in nurse education: An integrative review. Nurse education today, 71, 266–275.
Tayce, J. D., Saunders, A. B., Keefe, L., & Korich, J. (2021). The Creation of a Collaborative, Case-Based Learning Experience in a Large-Enrollment Classroom. Journal of veterinary medical education, 48, 14–20.
Tai, J., Molloy, E., Haines, T., & Canny, B. (2016). Same-level peer-assisted learning in medical clinical placements: a narrative systematic review. Medical education, 50, 469–484.
Tornwall J. (2018). Peer assessment practices in nurse education: An integrative review. Nurse education today, 71, 266–275.
Trotter T. L. (2021). Using the peer review process to educate and empower emerging nurse scholars. Journal of professional nursing : official journal of the American Association of Colleg-es of Nursing, 37, 488–492.
Underwood, S., Green, J., Walton, R., Hackett, K., Cooke, J., Pegg, M., & Armstrong, C. (2019). Evaluating the impact of a coaching pilot on students and staff. British journal of nursing (Mark Allen Publishing), 28, 1394–1398.
Westerdahl, F., Carlson, E., Wennick, A., & Borglin, G. (2020). Teaching strategies and outcome assessments targeting critical thinking in bachelor nursing students: a scoping review protocol. BMJ open, 10, e033214.
Wosinski, J., Belcher, A. E., Dürrenberger, Y., Allin, A. C., Stormacq, C., & Gerson, L. (2018). Facilitating problem-based learning among undergraduate nursing students: A qualitative system-atic review. Nurse education today, 60, 67–74.