Oslo University College, Faculty of Nursing, Postbox 4 St. Olavs plass, 0130 Oslo, Norway.
Nurse Educ Pract. 2011 Mar;11(2):104-8. doi: 10.1016/j.nepr.2010.11.007. Epub 2010 Dec 18.
Oslo University College, Faculty of Nursing places undergraduate students in peer learning partnerships: 3rd year students as tutors, and 1st year students as tutees during practical skill learning. A study was designed to investigate this peer learning project. One of the research questions in particular on the role of the tutors: How do 3rd year nursing students carry out their role as supervisors for 1st year students in the skills laboratory? The study had an exploratory design. Qualitative data was gathered by three members of a research team, using video recordings of the supervised sessions and focus group interviews with both 1st and 3rd year students. Data collection was repeated in 2006-2007-2008 in different groups of students. Four identified themes illustrate how the 3rd year students supervise during the performance of the procedures in the skills laboratory: Observe and guide, supportive attitude, identify with the patient, focus on theoretical knowledge. The results of this study indicate that apart from enhancing practical skill learning in 1st year students, the assignment in the skill laboratory also provided an arena for developing competence in supervision in third year students.
第 3 年学生作为导师，第 1 年学生作为实习学生在实践技能学习期间。一项研究旨在调查这个同伴学习项目。特别是关于导师角色的一个研究问题：第 3 年护理学生如何在技能实验室中为第 1 年学生担任监督员？该研究采用探索性设计。通过研究团队的三名成员收集定性数据，使用监督会议的视频记录和对第 1 年和第 3 年学生的焦点小组访谈。2006-2007-2008 年在不同的学生群体中重复了数据收集。四个确定的主题说明了第 3 年学生如何在技能实验室的程序执行过程中进行监督：观察和指导、支持性态度、认同患者、注重理论知识。这项研究的结果表明，除了增强第 1 年学生的实践技能学习外，技能实验室的任务还为第 3 年学生发展监督能力提供了一个平台。
