Learning partnership--the experience of peer tutoring among nursing students: a qualitative study.
BACKGROUND
Peer tutoring involves students helping each other to learn. It places teaching and learning commitments and responsibilities on students. Considerable evidence supports the positive effects of peer tutoring, including cognitive gains, improved communication, self-confidence, and social support among students. Peer tutors are also said to better understand the learning problems of fellow peer learners than teachers do.


OBJECTIVE
This study intended to facilitate the development of 'cooperative learning' among nursing students through a peer-tutoring scheme.


METHODS
Undergraduate nursing students were invited to join a peer-tutoring scheme. Fourteen students studying year 3 were recruited to serve as peer tutors and 16 students from year 2 of the same program participated as tutees. Peer tutors attended a training workshop and received a guideline for peer-tutoring activities. They were to provide a total of '10 weekly tutoring sessions throughout the semester on a one-to-one basis for their tutees. Focus groups and individual interviews were conducted in the middle and at the end of the semester to evaluate the students' experiences in the tutoring process.


RESULTS
Content analysis of the interview scripts identified that students had both positive and negative experiences from the peer tutoring, but that positive experiences predominated. Positive aspects included enhancement of learning skills/intellectual gains and personal growth. Negative experiences stemmed mainly from frustrations in dealing with mismatched learning styles between tutors and tutees, and the required time commitment.


CONCLUSIONS
Both tutors and tutees benefited to some extent from this peer-tutoring process. Further studies in an education program for students in all years should be implemented to examine peer-tutoring effects. Implementation of peer tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes.
Loke
Alice J T Yuen
AJ
School of Nursing, The Hong Kong Polytechnic University, Hung Hom, Hong Kong. hsaloke@polyu.edu.hk
Chow
Filomena L W
FL
D000328:Adult; D001291:Attitude of Health Personnel; D003142:Communication; D003299:Cooperative Behavior; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D005260:Female; D017144:Focus Groups; D005639:Frustration; D006379:Helping Behavior; D006723:Hong Kong; D006801:Humans; D007400:Interprofessional Relations; D008297:Male; D009341:Negativism; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D010379:Peer Group; D011340:Problem Solving; D036301:Qualitative Research; D012073:Remedial Teaching / Q000458:organization & administration*; D020377:Self Efficacy; D012944:Social Support; D013338:Students, Nursing / Q000523:psychology*; D011795:Surveys and Questionnaires; D013997:Time Factors