Two undergraduate nursing student leader’s perspectives of implementing Peer Assisted Study Sessions (PASS)
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PASS has been used extensively in tertiary settings to position students for positive academic achievement. This reflective paper will present the perspectives of two nursing student leader's that have over a 12 weeks during semester one co-led 2 sessions each week in conjunction with a full time enrolment in second & final year undergraduate nursing program. Both students have previously achieved high grades for this first year sociological subject. This is a funded project for a first year sociological subject; this is unusual as PASS funding is often allocated for nursing science subjects. Reflection of the mutual support and valuing of each other will be discussed as one student is from a culturally and linguistically diverse (CALD) background and the other is mature aged student with family responsibilities. Identification of personal growth and time management given that both are full time students is discussed. Other strategies that has helped valuing and support for these student leaders included: Ongoing supported and developed evaluation by PASS project coordinator 堔heir attendance at lectures 堐roviding leaders with access to blackboard information 堍eetings with subject coordinator occurring on regular basis 堒egular emails and resource support as needed.
Mind to Care – 35th International Mental Health Nursing Conference of the Australian College of Mental Health Nurses
Medicine, Nursing and Health Curriculum and Pedagogy