Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/14420
Title: Learning partnership-the experience of peer tutoring among nursing students : a qualitative study
Authors: Loke, AJT 
Chow, FLW
Keywords: Cooperative learning
Nursing education
Peer tutoring
Issue Date: 2007
Publisher: Elsevier
Source: International journal of nursing studies, 2007, v. 44, no. 2, p. 237-244 How to cite?
Journal: International journal of nursing studies 
Abstract: Background: Peer tutoring involves students helping each other to learn. It places teaching and learning commitments and responsibilities on students. Considerable evidence supports the positive effects of peer tutoring, including cognitive gains, improved communication, self-confidence, and social support among students. Peer tutors are also said to better understand the learning problems of fellow peer learners than teachers do. Objective: This study intended to facilitate the development of 'cooperative learning' among nursing students through a peer-tutoring scheme. Study method: Undergraduate nursing students were invited to join a peer-tutoring scheme. Fourteen students studying year 3 were recruited to serve as peer tutors and 16 students from year 2 of the same program participated as tutees. Peer tutors attended a training workshop and received a guideline for peer-tutoring activities. They were to provide a total of '10 weekly tutoring sessions throughout the semester on a one-to-one basis for their tutees. Focus groups and individual interviews were conducted in the middle and at the end of the semester to evaluate the students' experiences in the tutoring process. Results: Content analysis of the interview scripts identified that students had both positive and negative experiences from the peer tutoring, but that positive experiences predominated. Positive aspects included enhancement of learning skills/intellectual gains and personal growth. Negative experiences stemmed mainly from frustrations in dealing with mismatched learning styles between tutors and tutees, and the required time commitment. Conclusions: Both tutors and tutees benefited to some extent from this peer-tutoring process. Further studies in an education program for students in all years should be implemented to examine peer-tutoring effects. Implementation of peer tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes.
URI: http://hdl.handle.net/10397/14420
ISSN: 0020-7489
EISSN: 1873-491X
DOI: 10.1016/j.ijnurstu.2005.11.028
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