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dc.contributor.authorEstillore, Penny
dc.contributor.authorGijimani, Blessing
dc.contributor.authorGallagher, Fran
dc.date.accessioned2017-05-03T13:50:02Z
dc.date.available2017-05-03T13:50:02Z
dc.date.issued2009
dc.date.modified2013-05-28T23:18:05Z
dc.identifier.doi10.1111/j.1447-0349.2009.00648.x
dc.identifier.urihttp://hdl.handle.net/10072/31490
dc.description.abstractPASS 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.
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherWiley-Blackwell Publishing
dc.publisher.placeAustralia
dc.publisher.urihttps://onlinelibrary.wiley.com/toc/14470349/18/s1
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameAustralian College of Mental Health Nursing 35th International Conference
dc.relation.ispartofconferencetitleMind to Care – 35th International Mental Health Nursing Conference of the Australian College of Mental Health Nurses
dc.relation.ispartofdatefrom2009-09-29
dc.relation.ispartofdateto2009-10-02
dc.relation.ispartoflocationSydney, Australia
dc.rights.retentionY
dc.subject.fieldofresearchMedicine, Nursing and Health Curriculum and Pedagogy
dc.subject.fieldofresearchNursing
dc.subject.fieldofresearchPublic Health and Health Services
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode130209
dc.subject.fieldofresearchcode1110
dc.subject.fieldofresearchcode1117
dc.subject.fieldofresearchcode1701
dc.titleTwo undergraduate nursing student leader’s perspectives of implementing Peer Assisted Study Sessions (PASS)
dc.typeConference output
dc.type.descriptionE3 - Conferences (Extract Paper)
dc.type.codeE - Conference Publications
gro.facultyGriffith Health, School of Nursing and Midwifery
gro.date.issued2009
gro.hasfulltextNo Full Text
gro.griffith.authorGallagher, Fran M.
gro.griffith.authorGijimani, Blessing
gro.griffith.authorEstillore, Penny


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    Contains papers delivered by Griffith authors at national and international conferences.

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