|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|2646323||1138846||2016||9 صفحه PDF||ندارد||دانلود رایگان|
• The utility of peer mentors providing immediate performance feedback was studied.
• There is no difference in how peer mentors and faculty score psychomotor skills.
• Peer mentors identified low technical skills performances.
BackgroundPeer-assisted learning may augment health care provider training. We studied four questions surrounding the extension of faculty resources by using trained peer mentors in the low-stakes formative assessment of IV skills in sixty-two second semester associate degree nursing students.MethodPeer mentors rated performances and provided immediate feedback. Faculty rated recorded performances. Faculty rated performances at follow-up.ResultsPeer mentor checklist scores were moderately associated with faculty ratings. Both identified low performers. No change in scores occurred over time.ConclusionsThis study found that peer mentors can extend faculty resources and provide feedback. This may not impact student long-term skills retention.
Journal: Clinical Simulation in Nursing - Volume 12, Issue 8, August 2016, Pages 337–345