Gaining supervision skills in pre-registration nursing through peer teaching: an evaluative survey.

Martins, Karolina, Wagg, Amanda and Afonso, Elsa (2022) Gaining supervision skills in pre-registration nursing through peer teaching: an evaluative survey. Heliyon, 8 (11). ISSN 2405-8440

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Abstract

Background It is now a requirement that all qualified nurses act as practice supervisors and support student nurses' education in practice, hence preparing third-year students for this role is a priority. This study evaluates students' experiences of peer teaching in clinical skills setting from the perspective of these students taking up the supervisory role once they graduate. Method An evaluative survey was utilised to explore and understand student nurse participation in peer teaching. Seventeen students took part in a questionnaire containing closed and open questions. Results This research suggests that students who engaged in peer teaching gained confidence in their own skills, through the revision of their own skills and knowledge. It also triggered reflection upon continuous professional development and inspired students to consider a future career in teaching. Conclusion Peer teaching provides an opportunity to reinforce the students' knowledge, clinical and communication skills. It helps prepare them for the role of practice supervisor upon qualifying by building confidence and enhancing their teaching skills.

Item Type:	Journal Article
Keywords:	pre-registration nursing, peer-led teaching, student competencies, student supervision
Faculty:	Faculty of Health, Education, Medicine & Social Care
SWORD Depositor:	Symplectic User
Depositing User:	Symplectic User
Date Deposited:	15 Nov 2022 12:25
Last Modified:	02 Dec 2022 10:45
URI:	https://arro.anglia.ac.uk/id/eprint/708005

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