Informal and incidental use of peer education is common practice, but it has lacked definition in its implementation. Considerable literature is in existence. However, there is a lack of quality evidence on the application and effectiveness of this educational intervention. This study is an analysis of existing data on the intervention peer teaching and learning in clinical education. In the context of this thesis peer teaching and learning is undergraduate health science students teaching and learning from one another in clinical practice settings. The purpose of this study is to increase the theoretical body of knowledge, which informs this educational practice. / A search was conducted of health science and educational electronic databases using the terms peer, clinical education and undergraduate. The set limitations of the search were publication after 1980, English language and research paper. From this thirteen articles met the inclusion criteria, after rigorous critical and quality appraisal. This appraisal was conducted with a tool developed by the researcher that allowed the synthesis of both quantitative and qualitative studies specific to education. The authors of included studies were contacted regarding knowledge of existing articles that had been missed in the initial search. Hand searching of two key journals, Nurse Education Today and The Journal of Nursing Education, produced no further studies. The selected studies were rated according to the National Health and Medical Research Council, 2000 (NHRMC) levels of evidence for guideline development. The results have been collated into a narrative summary. / According to the NHRMC (2000) guidelines the evidence is low, it was accumulated from both quantitative and qualitative studies and is listed, along with the recommendations, in the final chapter of this thesis. This study demonstrated mostly positive outcomes on the effectiveness of peer teaching and learning; it increases students' confidence in clinical practice, enhances learning in the psychomotor, affective and cognitive domains. And evidence exists that it allows for greater student numbers in a clinical practice area. The negative aspects identified included poor student learning particularly if personalities or learning styles were not compatible and a reduction in time spent singularly with the clinical instructor. / Thesis (MNursing)--University of South Australia, 2004.
| Identifer | oai:union.ndltd.org:ADTP/267179 |
| Creators | Secomb, Jacinta. |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | copyright under review |
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