Sally Underwood School of Nursing and Midwifery In the light of the investment made in both pre and post health care professional education staff are our most valuable resource Understanding education learning and teaching methods is imperative to ensure that our primary goal of good patient ca ID: 230771
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Slide1
Using Peer Buddies on Clinically Focussed Modules
Sally Underwood
School of Nursing and MidwiferySlide2
In the light of the investment made in both pre and post health care professional education, staff are our most valuable resource. Understanding education learning and teaching methods is imperative to ensure that our primary goal of good patient care by qualified and well trained staff is achieved.Slide3
“Practically Wise”
Theoretical knowledge and Critical thinking: pivotal to effective problem solving/ decision making...But
Disciplines concerned directly with human interaction need to be “practically wise
Difficult
to learn in
a classroom setting,
esp
post registration. Slide4
Pre- Registration Students
Formal mentors
Directed supervision
Role models
Clinical assessments
Competencies
But majority of CPD modules do not have
clinical placement
learning.Slide5
School of Nursing and Midwifery Pilot Scheme
I have been using the peer buddy system regularly on the CPD diabetes modules and expanding it onto other modules.Slide6
Peer Buddies and mentoring
Strong research in success of peer buddies in school education.
Teachers and autistic children (Jackson and Campbell 2009)
Behavioural interventions (Copeland et al 2011)
Promoting inclusion (Hughes et al 1999)
To develop intercultural wisdom in students (Devereux 2004)
Also Mentoring for students within universities (
Treston
2006)Slide7
Peer Shadowing within the NHS
Used for informal review of colleagues
Often a scoring system
Teaching tool
New staff
HierarchicalSlide8
Core Learning Tool within the diabetes modules
Chosen
by
student
Arranged by Student
Specific to their interest
Addressing a “problem”
Preparing for new skills
Changing practice
Not replicating behaviour/role modelling
Not passive; watching someone elseSlide9
Observation Days
Time
assigned within the modules
Written reflections submitted with assignment
Signed and dated by peer buddy
Invited as guests and professional colleagues
Informal: NO mentors; CRB; assessment; Slide10
Peer Buddy System
Addresses issue of clinical learning whilst on a University course/module/programme.
Reflection on practice
Enhances study
experience
Confidence in facilitating change
Meets managers requirements
Interdisciplinary learning
Sharing good practice
Achievable without costSlide11
“Purposeful Observation”
Key approach to clinical learning
Active and purposeful
Stimulates deep learning
Development of professional skills/competencies
Step into peers shoes
Compare and contrast clinical practice
Directly linked to their own work environmentSlide12
Linked to Assessment
Reflective Assignment
Address an issue in practice
Theoretical knowledge that underpins
In the light of their findings: suggest recommendations for changing own practice/clinical areaSlide13
Showed me the implications of my actions or omissions
Gave me insight into pt experiences
Extremely interesting!!!
Immediately relevant
Scary stuff – but very impressive
Rewarding
Great idea- gives a bigger picture of diabetes care
Opened my eyes
Really made me conscious of my own practice
Gave me confidence to change my own practice
I learned a lotSlide14
References
Copeland et al (2011) High school peer buddies: a win-win situation in Teaching Exceptional Children 35(1)
sept
/
oct
. 16-21
Devereaux
, L (2004) When Harry met
Sarita
: using a peer mentoring programme to dev intercultural wisdom in students.
www.herdsa.org.au/wp-content/uploads/conference/2004/pdf/p072-jt.pdf
Hughes et al (1999) They are my best friends: peer buddies promote inclusion in school in Teaching Exceptional Children 31(5) may/
june
32-37
Jackson, J and Campbell, J (2009) Teachers peer buddy selections for children with autism: social characteristics and relationships with peer nominations. J of autism and dev disorders 39(2)269-277
Neary
, M(2000)Teaching assessment & evaluation for clinical competence: A practical guide for practitioners & teachers. Cheltenham. Nelson Thorns
Treston
, H (1999) Peer mentoring: making a difference at James Cook
Uni
, Cairns. Its moments like these you need mentors. 36(3)