Using Peer Buddies on Clinically Focussed Modules Sally Underwood School of Nursing and Midwifery

In the light of the investment made in both pre and post health care professional education, staff are our most valuable resource. Understanding education learning and teaching methods is imperative to ensure that our primary goal of good patient care by qualified and well trained staff is achieved.

“Practically Wise” Theoretical knowledge and Critical thinking: pivotal to effective problem solving/ decision making...But Disciplines concerned directly with human interaction need to be “practically wise Difficult to learn in a classroom setting, esp post registration.

Pre- Registration Students Formal mentors Directed supervision Role models Clinical assessments Competencies But majority of CPD modules do not have clinical placement learning.

School of Nursing and Midwifery Pilot Scheme I have been using the peer buddy system regularly on the CPD diabetes modules and expanding it onto other modules.

Peer Buddies and mentoring Strong research in success of peer buddies in school education. Teachers and autistic children (Jackson and Campbell 2009) Behavioural interventions (Copeland et al 2011) Promoting inclusion (Hughes et al 1999) To develop intercultural wisdom in students (Devereux 2004) Also Mentoring for students within universities (Treston 2006)

Peer Shadowing within the NHS Used for informal review of colleagues Often a scoring system Teaching tool New staff Hierarchical

Core Learning Tool within the diabetes modules Chosen by student Arranged by Student Specific to their interest Addressing a “problem” Preparing for new skills Changing practice Not replicating behaviour/role modelling Not passive; watching someone else

Observation Days Time assigned within the modules Written reflections submitted with assignment Signed and dated by peer buddy Invited as guests and professional colleagues Informal: NO mentors; CRB; assessment;

Peer Buddy System Addresses issue of clinical learning whilst on a University course/module/programme. Reflection on practice Enhances study experience Confidence in facilitating change Meets managers requirements Interdisciplinary learning Sharing good practice Achievable without cost

“Purposeful Observation” Key approach to clinical learning Active and purposeful Stimulates deep learning Development of professional skills/competencies Step into peers shoes Compare and contrast clinical practice Directly linked to their own work environment

Linked to Assessment Reflective Assignment Address an issue in practice Theoretical knowledge that underpins In the light of their findings: suggest recommendations for changing own practice/clinical area

Showed me the implications of my actions or omissions Gave me insight into pt experiences Extremely interesting!!! Immediately relevant Scary stuff – but very impressive Rewarding Great idea- gives a bigger picture of diabetes care Opened my eyes Really made me conscious of my own practice Gave me confidence to change my own practice I learned a lot

References Copeland et al (2011) High school peer buddies: a win-win situation in Teaching Exceptional Children 35(1)sept/oct Devereaux, L (2004) When Harry met Sarita: using a peer mentoring programme to dev intercultural wisdom in students. jt.pdf jt.pdf Hughes et al (1999) They are my best friends: peer buddies promote inclusion in school in Teaching Exceptional Children 31(5) may/june Jackson, J and Campbell, J (2009) Teachers peer buddy selections for children with autism: social characteristics and relationships with peer nominations. J of autism and dev disorders 39(2) Neary, M(2000)Teaching assessment & evaluation for clinical competence: A practical guide for practitioners & teachers. Cheltenham. Nelson Thorns Treston, H (1999) Peer mentoring: making a difference at James Cook Uni, Cairns. Its moments like these you need mentors. 36(3)