Learning from experience

CAREERS STUDENT LIFE

Learning from experience Second-year students provide practical peer support for newer students, report Barbara Davies and Jaden Allan One of nursing’s many challenges is to produce an adaptable, confident, multiskilled workforce, that is able to work in increasingly diverse environments. Peer support can help students to enhance their communication skills while developing assertiveness and leadership capabilities. Experienced peers can act as information providers, role models and facilitators, and help students believe in themselves. At Northumbria University,   a voluntary peer support system has been introduced to encourage second-year nursing students to support their first-year colleagues. Students meet before and after the first placement and then at the end of year one.

Examples of transferable skills gained through supporting peers Communication and teamwork. Organising and planning. Problem solving. Leadership. Professionalism. Building a supporting relationship with peers, university and clinical staff. Engaging in evaluation. Preparing, developing and delivering sessions.

Contingency planning for sessions. Analysing own facilitation skills. Supporting students to discuss academic and clinical experiences. Attending training and peer support sessions. Sharing experiences in positive context. Referral and signposting. Networking.

‘I FELT MORE REASSURED AND CONFIDENT’ First-year student: ‘The more senior students all said they had similar feelings of trepidation last year and that although a high standard is expected, there is a lot of support.’ First-year student: ‘After attending the first session, I felt more confident and reassured about the course. Although I didn’t have any particular questions beforehand, once the session started, I had plenty.’ Second-year student: ‘Being a learning leader encourages you to improve your organisational and time 66  august 6 :: vol 28 no 49 :: 2014

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management skills while reflecting on your own learning.’ Former peer supporter, now qualified: ‘The scheme had a substantial impact on my personal development as it gave me confidence to assist in presentations to academics and health care professionals.’ Second-year student: ‘I would recommend other students to become involved in the scheme as you get a sense of accomplishment. On a professional level, it prepares you for mentoring when you get into practice.’

First-year student feedback is positive in terms of feeling better prepared for practice and having a greater understanding of curriculum requirements. As part of the initiative,   second-year nursing students attend a training programme to enable them to facilitate peer support sessions and manage any issues that might arise. Training includes session planning and managing groups. Second-year students have remarked on the reciprocal benefits gained from their relationships with first-year students and the professional relationship developed with the peer support facilitators. This is a motivator for learning and development. The initiative leads to an increase in confidence, better understanding of mentorship principles and readiness for transition to staff nurse (see box). Seeing and learning from good practice whether in university or on placements cannot be underestimated and can inspire others. This motivation changes   to a desire to contribute, and   first-year students who have received support often take on peer support themselves later on. Students need to demonstrate leadership capabilities and excellent communication skills   at registration and when seeking employment. Peer support provides evidence of this in the Higher Education Achievement Record (HEAR) NS Barbara Davies and Jaden Allan are senior lecturers at Northumbria University, Newcastle RESOURCES The Willis report   tinyurl.com/RCNWillisreport RCN Student Community tinyurl.com/ RCNstudentcommunity Student life online   tinyurl.com/qbccs6b

NURSING STANDARD

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