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This study explores the effectiveness of remote peer observation during nursing simulations at STCC. Aimed at reinforcing key concepts through "simulation days," the approach addresses challenges like large class sizes and space limitations. Using surveys from both students and faculty, we assess the value of participation in peer observation and debriefing. The findings support social learning theory, highlighting students' reflection, communication, and the enhancement of patient care skills. Overall, the initiative fosters a collaborative learning environment for nursing students.
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Evaluating the Utility of the Observer Role Clare Lamontagne MS, RN, CNE Donna Woshinsky MS, RN, CNE
Simulation at STCC School of Nursing • Used across the curriculum • Once a semester: “simulation days” • Reinforce key concepts of course • High risk/low frequency activities
Simulation at STCC School of Nursing: Challenges • Large class • Space limitations • Time • Simulation day experiences as alternative to clinical for one week/semester • personnel
Peer Review by Remote Observation • Previous experience with self and peer evaluation in nursing program • Support from social learning theory (Bandura, 1977) • Support from literature • Secomb(2008): peer teaching and learning increased student confidence and learning • Sittner (2009): used peer observers in an unfolding scenario • Smith-Stone (2009): web broadcast of scenarios with observer input into debriefing via chat room
Peer Review by Remote Observation at STCC • Scenario participants observed by peers via closed circuit television • Observers participate in debriefing • Roles reversed, new scenario used • Observers use worksheet as framework for evaluation
Qualitative Study • Students • 43 surveys completed • 36 usable surveys • 7 did not answer the question asked • Survey questions • Do you think that observing your peers in simulation and participating in the debriefing with them is a valuable learning experience? • 34 yes • 2 no • Please explain your answer and cite specific examples.
Themes • Reflection on practice • Peers • Self • Communication • Facilitators • Barriers • Patient centered care and safety • Pain management • Assessment skills • Interventions
Faculty • Survey • 5 surveys sent out • 5 surveys completed • Survey questions • Do you think that students observing peers in simulation and participating in the debriefing with them is a valuable learning experience? • 5 yes • Please explain your answer and cite specific examples.
Faculty • Themes • Students learn from each other • Students use self reflection • Validation of student’s ability • Similarity of faculty and student evaluation of other students.
References • Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, N.J.: Prentice-Hall. • Bean, J. (2001). Engaging Ideas. San Francisco: Jossey-Bass. • Paignon, A., Desrichard, O. & Bollon, T. (2004). Connectionist models of social learning: a case of learning by observing a simple task. Canadian Journal of Experimental Psychology, 58 (1), 46-60. Retrieved May 2, 2010, from EBSCOhost database. • Secomb, J. (2008). A systematic review of peer teaching and learning in clinical education. [Electronic Version]. Journal of Clinical Nursing 17 (6), 703-716. • Sittner, B. (2009). Engaging students in simulation through virtual immersion. Poster presentation at the 2009 INASCL conference, St. Louis, Missouri. • Smith-Stoner, M. (2009). Web-based broadcast of simulations: expanding access to learning. Nurse Educator 34 (6), 266-270.
Questions and Ideas • Lamontagne@stcc.edu • DWoshinsky@stcc.edu
