Students studying Nursing and Midwifery at the University of South Australia, Australia, come from widely diverse cultural, linguistic and educational backgrounds and are challenged by the differing disciplinary demands that constitute the Bachelor of Nursing and Midwifery degree including sociology, psychology and bioscience courses. The variation in their preparedness for learning science in particular presents lecturers of science based courses with challenges of finding ways to maximize each student’s learning and of alleviating the negative effects of high levels of anxiety. Students are offered a range of supports like online exercises and a handout on “How to learn Bioscience” but the addition of the ‘Student Coaching Scheme’ (SCS) has provided an effective and efficient process for peer support for individual and small groups of nursing and midwifery students. It recognizes and rewards successful senior students; provides individual and group coaching for students with little or no science learning background, provides employment to academically able students, and reduces the workloads of the Course Coordinators and other teaching staff. The Coaches are enthusiastic about the program and the opportunity to help fellow students, as well as improving their own skills. The scheme, including individual as well as large group revision tutorials, has had a positive impact on student learning outcomes. Recommendations from the teaching staff and the Coaches to further improve the scheme are under consideration by the faculty.
|Keywords:||Student Coaching Scheme, Nursing Students, Biosciences|
Senior Lecturer, School of Pharmacy and Medical Sciences, Division of Health Sciences, University of South Australia, University of South Australia, Adelaide, South Australia, Australia
Learning Adviser, Division of Health Sciences, University of South Australia, Adelaide, South Australia, Australia
Lecturer, Division of Health Sciences, University of South Australia, Adelaide, South Australia, Australia
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