Preprint
Peer Assisted Learning for First Year Student Success and Retention
SSRN Electronic Journal, Vol.Series Paper No.15
Southern Cross University Scholarship of Learning and Teaching Research Paper Series, Elsevier
29/05/2024
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Abstract
In Australia, attrition rates in undergraduate nursing degrees have been increasing nationally. The aim of this study was to explore if and how clinical laboratory-based peer assisted learning (PAL) improved the first-year nursing student learning experience and retention at a regional university. The study recruited eight third-year nursing students (named ‘LabPALs’) offering support to 42 first-year nursing students during their self-directed laboratory practice sessions. The first-year students included a high percentage of mature aged and ‘first in family’ students. Over an eight-week period, LabPALs provided peer support for up to four students per one-hour practice session. Unit grade outcomes were compared with students not exposed to the PAL sessions. Both the LabPAL mentors and first-year participants were asked to evaluate their experience. It was found that the PAL program participation was associated with statistically significantly higher success rates compared to non-participation. First-year nursing students reported developing both ‘confidence’ and ‘competence’ in their laboratory learning spaces. When combined with exposure to their experienced peers’ perspectives and support, participation was associated with academic success. The third-year LabPAL students reported skills gained in facilitating peer learning and perceived their experience as very rewarding. This research demonstrated that PAL can enhance clinical laboratory learning and success for undergraduate nursing students.
Details
- Title
- Peer Assisted Learning for First Year Student Success and Retention
- Creators
- Andrew Woods - Southern Cross University, NursingFiona Lotherington - Southern Cross University, Faculty of HealthPaula Steffensen - Southern Cross UniversityTheane Theophilos - Southern Cross University
- Publication Details
- SSRN Electronic Journal, Vol.Series Paper No.15
- Series
- Southern Cross University Scholarship of Learning and Teaching Research Paper Series
- Publisher
- Elsevier
- Number of pages
- 20
- Identifiers
- 991013198413602368
- Academic Unit
- Faculty of Health; Nursing
- Language
- English
- Resource Type
- Preprint
- Local Fields
- Original Research - SoLT