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dc.contributor.authorTing Lien_US
dc.contributor.authorMarcia A. Petrinien_US
dc.contributor.authorTeresa E. Stoneen_US
dc.description.abstract© 2017 Elsevier Ltd Objectives The study aim was to identify the perceived perspectives of baccalaureate nursing students toward the peer tutoring in the simulation laboratory. Insight into the nursing students' experiences and baseline data related to their perception of peer tutoring will assist to improve nursing education. Design Q methodology was applied to explore the students' perspectives of peer tutoring in the simulation laboratory. Participants A convenience P-sample of 40 baccalaureate nursing students was used. Method Fifty-eight selected Q statements from each participant were classified into the shape of a normal distribution using an 11-point bipolar scale form with a range from − 5 to + 5. PQ Method software analyzed the collected data. Results Three discrete factors emerged: Factor I (“Facilitate or empower” knowledge acquisition), Factor II (“Safety Net” Support environment), and Factor III (“Mentoring” learn how to learn). Conclusions The findings of this study support and indicate that peer tutoring is an effective supplementary strategy to promote baccalaureate students' knowledge acquisition, establishing a supportive safety net and facilitating their abilities to learn in the simulation laboratory.en_US
dc.subjectSocial Sciencesen_US
dc.titleBaccalaureate nursing students' perspectives of peer tutoring in simulation laboratory, a Q methodology studyen_US
article.title.sourcetitleNurse Education Todayen_US
article.volume61en_US Universityen_US Mai Universityen_US Nursingen_US
Appears in Collections:CMUL: Journal Articles

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