Peer turoring as a means of enhancing nursing students' professional development

Abstract

In this study, peer tutoring is used as a means to enhance professional development in nursing students. Specifically, it is intended that through the experience of peer tutoring, the students will develop a better understanding of their professional roles and improve their confidence and ability when handling role conflicts. The study consists of two stages: a pilot stage involving the design, implementation and evaluation of a peer tutoring scheme, and the main study. Second year nursing students in a baccalaureate programme act as tutors to first year students. Both tutors and tutees are involved in the process of professional development although the former is slightly ahead of the latter. This slight disparity is the reason for soliciting second year students as the tutors: the uncertainty of being a new member of an established professional group is still fresh enough, yet they would have gone through the initial process to be able to offer support to newcomers. This study describes the process and outcome of peer tutoring. The support provided to the tutors and tutees, through training workshops and monitoring process, is explained and evaluated. Furthermore, the professional development of students involved in peer tutoring is compared with that of a comparison group.