Learning outcomes

Protecting workshops anticipate internship experiences in order to get the student to acquire in protected contexts technical-practical skills, (with the use of simulators) organizational, relational and problem solving through written cases or role-playing with simulated operators. This is also intended to reduce the emotional impact of trying in real situations but also to ensure ethity and safety for patients. In addition, the laboratory offers the opportunity for the student to train in applying theoretical principles to clinical practice. The laboratory activity takes place in environments equipped with small groups of students led by an experienced tutor or conductor and is a prerequisite for the internship activity.

Program

Peer-tutoring through different learning situations

The laboratory was born as an experience that offers the student the opportunity to "... use principles of teaching and learning, develop collaborative learning and knowledge sharing skills ..." (cit. Didattico Regulation_CdL Nursing univr).
The nurse "... contributes to the training of support staff and contributes directly to updating their professional profile and research (cited Professional Profile) and has the care responsibility of Educating to be a professional" ... actively engages in education and professional training of students and the inclusion of new colleagues .. "in knowledge, training and updating" ... Plan, carry out and participate in training activities ... ", act competent, consultancy and share information" ... provides advice by placing his knowledge and skills available to his own and other professional communities and institutions ... "(cit. Code of Ethics of the Nurse, 2019).
The peer tutoring method uses cooperative learning, or the support between students in a structured learning situation (plans and guides reflection); it is an educational method of proven effectiveness, centered on the student and not on the teacher.
Laboratory objectives:
1. Discuss the elements that can facilitate or hinder learning
2. Use peer accompaniment strategies and discuss strengths and weaknesses of choices
3. Understand the role of the senior student as a guide in a learning situation
Methods:
Briefing-experience-debriefing.
The reflection on the experience is based on common and shared objectives and and is induced through written reflection on the experience that has taken place but also on the re-elaboration of the shared experience in a guided discussion.

Examination Methods

the activity does not require an exam.