Peer Teaching in High-Fidelity Simulation: Participant Experiences and Reflections.
Peer Teaching in High-Fidelity Simulation: Participant Experiences and Reflections.
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DOI：
10.1097/nne.0000000000000540
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发表时间：
2018
期刊：
影响因子：
2.6
通讯作者：
Long V
中科院分区：
文献类型：
--
作者：
Lawrence K;Messias DKH;Estrada RD;Long V
同伴教学为学生提供了体验教育者角色的机会，并增加了自信和解决问题的技能。为了解决高年级护理本科生缺乏有意义的领导经验的问题，教师们实施了另一种领导经验，让高年级学生在高保真模拟(HFS)实验室中担任同行教师的角色。我们进行了焦点小组来评估同行教师和学习者的经验，并使用主题分析来检验和解释数据。研究结果包括学习、HFS、临床经验和教学的交集；在安全环境中实践教学的好处；同理心如何增强对专业知识连续体的理解；以及同行教师和学习者体验到的权力差异。
Peer teaching provides students with opportunities to experience the educator role and increase self-confidence and problem-solving skills. To address the shortage of meaningful leadership experiences for senior baccalaureate nursing students, faculty implemented an alternative leadership experience involving senior students taking on the role of peer teachers in the high-fidelity simulation (HFS) laboratory. We conducted focus groups to assess peer teachers and learners’ experiences and used thematic analysis to examine and interpret the data. Findings included the intersection of learning, HFS, clinical experience, and teaching; the benefits of practicing teaching in a safe environment; how empathy enhanced understanding of the continuum of expertise; and power differentials experienced by peer teachers and learners.