| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. Education Bibliography: leaves 123-136 The purpose of this study was to gain insight into the senior nursing students' perceptions of benefits accrued as a result of their experience of 'becoming and being' peer tutors to junior students. Findings from this study could assist nurse educators in determining the value of this teaching-learning strategy in nursing education. Qualitative research using a case study approach was used for this study. Sources of data for describing students' perceptions included in-depth interviews as well as a journal kept by the researcher throughout the interview process. Loving's (1993) model of competency validation was used as a theoretical framework for this study. Four major themes revealed through data analysis were: role perception, peer tutoring as a mechanism for self-discovery, peer tutoring and mastery learning, and peer tutoring as preparation for independent practice. The exploratory nature of the study indicated that peer tutors did indeed reap many benefits from the experience. The results showed that peer tutoring in nursing education fostered personal and professional growth for all participants. Specific outcomes such as development of a sense of community through engendering respect, caring and friendship among students across varying levels of nursing, belief in one's own abilities and potentials, enhanced reasoning and problem solving skills, and enhanced articulation skills are all discussed.
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