Teacher For A Day – Student as Teacher: An innovative strategy in a Nursing lab class

• Autor(a) principal: Cardoso, Ana Filipa
• Data de Publicação: 2017
• Outros Autores: Felizardo, Helena
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v9i1.478

Student-centred learning strategies stimulate the development of individual potential. Thepurpose of this article is to describe the implementation of an innovative strategy applied in alab session taken by 14 first year students (novice) enrolled in a Nursing Degree. The instructionand training of a technical procedure were performed by a student studying in an advancedacademic level (expert). The expert student was supervised by the teacher. At the end of thesession, a questionnaire was applied to both the novice and expert students. Data were analysedaccording to Bardin methodology. Peer coaching was important to stimulate the creation ofsynergies and interaction amongst the students, since it allowed a responsible shared reflectivespace. Novice students (i.e. first years) considered that the strategy was innovative, enabledthem to freely expressed their feelings and emotions related to the clinical context. For them,the strategy seems to enhance formal knowledge acquisition, self-awareness, self-efficacy,and reflection. For the expert student, peer coaching was important to develop reflection,responsibility, and formal, ethical and professional knowledge.