The use of peer-led simulation as a pedagogical approach. An action research study.

Valler, Tracey (2021). The use of peer-led simulation as a pedagogical approach. An action research study. University of Birmingham. Ed.D.

Preview

Valler2021EdD_Redacted.pdf
Text - Accepted Version
Available under License All rights reserved.
Download (3MB) | Preview

Abstract

The aim of this research is to explore the effectiveness of peer-led simulation on students learning. Simulation is a common pedagogical approach within the education of health professions. Whilst there has been a wealth of literature supporting the use of simulation and peer-led learning, there has been little reviewing of the long term benefits on student behaviours. Viewed through the lens of Wenger’s Community of Practice (1998) and Vygotsky’s (1978) more capable peer and using an Action Research approach, the concept of enabling students to design and facilitate their own simulations has been explored. Through cycles of action and reflection, the process evolved from students facilitating pre-written simulations through to student centric peer-led simulations. Over a period of seven years, students from child pre-registration programme participated in developing simulations. Interviews, focus groups, module evaluation and self-reflective diaries were used to generate data. Developing and facilitating their own simulations meant that students were able to improve their theoretical and practical skills and gained increased confidence and awareness of their own learning needs. The data from each of the cycles demonstrated that students had also gained levels of understanding about their role as a nurse that they could apply to other situations and their role as a teacher had facilitated their own learning. As a result of undertaking this Action Research project it is has been possible to view this pedagogical approach as effective in supporting students to develop both practical and theoretical skills.

Type of Work:

Thesis (Doctorates > Ed.D.)

Award Type:

Doctorates > Ed.D.

Supervisor(s):