"We Know What They're Struggling With": Student Peer Mentors' Embodied Perceptions of Teaching in a Health Professional Education Mentorship Program

Autor/inn/en	Harrison, Helen F.; Kinsella, Elizabeth Anne; DeLuca, Sandra; Loftus, Stephen
Titel	"We Know What They're Struggling With": Student Peer Mentors' Embodied Perceptions of Teaching in a Health Professional Education Mentorship Program
Quelle	In: Advances in Health Sciences Education, 27 (2022) 1, S.63-86 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harrison, Helen F.) ORCID (Kinsella, Elizabeth Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-021-10072-9
Schlagwörter	Foreign Countries; Peer Teaching; Mentors; Nursing Education; Nursing Students; Student Attitudes; Program Effectiveness; Cooperation; Stress Management; Power Structure; Creativity; Self Esteem; Canada + Suchen Sie Ihr Suchwort? Ausland; Peer group teaching; Peer Group Teaching; Pflegepädagogik; Schülerverhalten; Co-operation; Kooperation; Stressmanagement; Stressbewältigung; Kreativität; Self-esteem; Selbstaufmerksamkeit; Kanada
Abstract	This paper reports on a study of student peer mentorship in the context of nursing education in a higher education program in Canada. The study used an embodied hermeneutic phenomenological methodology to investigate student peer mentors' perceptions of teaching during peer mentorship. The data were collected over one calendar year (2019) and involved analysis of 10 participants' interview data and their 'body maps,' produced in response to guided questions. Through the data analysis a core theme of 'commitment to mentee growth' was identified, along with seven interrelated themes: sharing responsibility for learning, moderating stress, mediating power relations, navigating unknown processes, valuing creative approaches, offering generous acceptance, and facilitating confidence. Student peer mentorship has the potential to contribute to health professions education in a number of unique ways including through embodied attunement, trusting intersubjective relations, and dialogic education. This study is innovative in its purposeful design and aim to investigate both cognitive and embodied perceptions of student peer mentors. The findings point to the promise of student peer mentorship for advancing health sciences education. Implications for peer mentorship program development in health professions education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01