1. PEER TEACHING A COMPARISON OF THE UNITED STATES AND UNITED KINGDOM HEALTH SYSTEMS MARGARET BANNING, CIARA SWINDELL, CATHERINE MONAGHAN, MAGGIE BENNETT, LEONITA HOY. A Transatlantic Experience

2. Overview of presentation Transatlantic Double Degree (TADD) Peer teaching Students involved Aims and objectives of the teaching session Evaluation of the peer teaching experience

3. Transatlantic Double Degree TADD The School of Nursing and Midwifery at Queen’s University Belfast Washburn University (US) Mikkeli University (Finland) University of Szeged (Hungary)

4. Rationale The rationale for the transatlantic programme is that the additional degree will increase the student’s skills and knowledge, affording them greater awareness of health care provision and culture within a global perspective. This in turn, will facilitate professional and employment mobility and lifelong learning.

5. Objectives of the TADD programme To prepare student nurses for more universal practice To understand the current and future trends to globalize nursing care To build new competencies in language and cultural understanding.

6. Core Modules Research in Practice Leadership and Management Ethical and Legal aspects of Nursing Nursing in the Community

7. Peer teaching Teaching learning strategy aligned to social constructivist theory, Vygotsky, Bruner Facilitates student engagement, active learning ‘Ripples in the pond’, one of seven factors underpinning successful learning (Race, 2010)

8. Meg and Ciara

9. Teaching session Prepared with the support of teaching staff Session 30minutes Student group (n=18), qualified home and international students from Brunei and Saudi Arabia

10. Student Audience Adult community nurse managers (4) Paediatric community nurses (2) RQIA inspector (1) Specialist nurses (3) Renal Transplant Chemotherapy Anti coagulant service. International students from Brunei and Saudi Arabia (8) Neurosurgery Nephrology, Cardiology, Paediatric and Anaesthetic Nursing.

11. Evaluation Themed student evaluations ‘ This type of presentation on differences in healthcare systems should be done more frequently’ Raised awareness of differences and similarities between the UK and US healthcare systems Promoted reflection on ‘home’ healthcare system Positive feedback to students, interactive approach valued and commended

12. Evaluation Themed student reflections Challenging to understand the different healthcare systems Value of supported self directed enquiry Preparing and delivering the peer teaching session, helped to ‘make sense’ of the different healthcare systems Interactive approach increased the learning for everyone

13. References Atherton J S (2011) Learning and Teaching; Constructivism in learning [On-line: UK] retrieved 27 March 2013 from http://www.learningandteaching.info/learning/construc tivism.htm Race P (2010 ) Making Learning Happen A guide to Post –Compulsory Education 2 nd Ed London Sage