unfolding case studies, situated peer coaching, simulation evaluation, situated learning, peer feedback
Using unfolding case studies and situated peer coaching for the Fundamentals Skills Laboratory provides students with individualized feedback and creates a realistic clinical learning experience. A quasi-experimental design with pre- and post-intervention data was used to evaluate changes in student ratings of the course. An instrument was used to examine students' self-ratings and student comments about each lab. We found that students' ratings of the lab remained high with the new method and self-evaluations of their performance were higher as the semester progressed. Students appreciated the personalized feedback associated with peer coaching and demonstrated strong motivation and self-regulation in learning. By participating in unfolding case studies with situated peer coaching, students focus on safety issues, practice collaborative communication, and critical thinking in addition to performing psychomotor skills.
Original Publication Citation
Himes, D. O. & Ravert, P. K. (212) Situated peer coaching and unfolding cases in the Fundamentals Skills Laboratory. International Journal of Nursing Education Scholarship, 9(1). http://dx.doi.org/1.1515/1548-923X.2335. http://www.degruyter.com/view/j/ijnes.212.9.issue-1/1548-923X.2335/1548-923X.2335.xml
BYU ScholarsArchive Citation
Himes, Deborah O. and Ravert, Patricia K., "Situated Peer Coaching and Unfolding Cases in the Fundamentals Skills Laboratory" (2012). All Faculty Publications. 72.
© 2012 De Gruyter. All rights reserved. The final publication is available at www.degruyter.com.
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