1. Heather Bower and Mandy Stevenson SHIFT conference, 2018
Peer assisted learning for work based programmes: the midwifery experience
Heather Bower and Mandy Stevenson
SHIFT conference, 2018

2. Peer assisted learning in midwifery
Context: The 3 year undergrad programme consists of 50% theory (university based) and 50% practice based learning based on the art and science of midwifery. A significant part of university based learning takes place in the skills labs, where students can simulate clinical skills in a safe environment prior to their ‘live’ placement experience.

3. Knowledge and skills are assessed in many ways whilst on the programme (formatively and summatively) but as a team, we started questioning “how can students actually recognise their own professional learning, progression and development ?” (NMC, 2009)
Answer: by sharing their skills with another group of less experienced midwifery students.

4. Literature supporting simulation.
Simulated / clinical skills learning has been shown to provide a safe learning environment for students in which they particularly develop confidence and communication skills (Catling et al, 2016).
Students report feeling more prepared and confident for clinical placements following simulation. It creates links between theory and practice (Lendahls, Oscarson, 2017)

5. Peer assisted learning literature: mentee
Peer assisted learning literature relates particularly to nursing and medical students – minimal literature relates to midwifery
A review of the literature identifies inconsistent results relating to improvement of performance skills (Irvine et al, 2017). However, most studies focus on cognitive and psychomotor skills, not affective behaviour and quality of understanding.
Peer assisted learning has been shown to increase students’ confidence as well as OSCE performance (Williams et al, 2015).

6. First year mentees sharing clinical experiences with a third year mentor.

7. Peer assisted learning literature: mentor
A scoping review showed that the most significantly positive outcome was for the peer teachers themselves in relation to objective performance (Williams and Reddy, 2016).
Peer mentoring helps students adjust to clinical placements, whilst also enhancing the mentors’ leadership skills (Hogan et al, 2016)

8. Third year mentor teaching clinical skill of abdominal examination to first year mentees.

9. Where do we go now?
Aim: to increase the knowledge and evidence base surrounding peer assisted learning in midwifery education.
Objective: to formalise and evaluate our peer assisted learning within the simulated practice environment.
To evaluate the development of both mentees’ and mentors’ clinical confidence (using self assessment).

10. How would you take this development further?
DISCUSSION!

11. References
Caitlin, C. et al (2016) Simulation workshops with first year midwifery students. Nurse Education in Practice, 17(2016),
Hogan, R. et al (2017) Peer to peer mentoring: outcomes of third year midwifery students mentoring first year students. Women and Birth, 30(2017),
Irvine, S., Williams, B. and McKenna, L. (2017) How are we assessing near-peer teaching in undergraduate health professional education? A systematic review. Nurse Education Today, 50 (2017), 42-50
Lendahls, L. and Oscarsson, M.G. (2017) Midwifery students’ experiences of simulation and skills training. Nurse Education Today, 50 (2017), 12-16
Nursing and Midwifery Council (2009) Standards for pre-registration midwifery education. London, NMC
Williams, B. and Fowler, J. (2014) Can near-peer teaching improve academic performance? International Journal of Higher Education, 3(4)
Williams, B. and Reddy, P. (2016) Does peer assisted learning improve academic performance? A scoping exercise. Nurse Education Today, 42 (2016), 23-29

12. THANK YOU. Heather Bower h. m. bower@gre. ac. uk Mandy Stevenson m. j
THANK YOU! Heather Bower Mandy Stevenson