Locating and Critically Analyzing Primary Research Articles
Locating and Critically Analyzing Primary Research Articles
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I understand that a Ph.D. student should be competent at locating, reading, and evaluating research materials. These are skills that facilitate the successful completion of my doctoral program. I wish to discuss three articles located in different databases at Walden University's online library in this paper. My research seeks to consider PubMed, Cochrane, and Google Sholar databases for articles related to my topic. I will summarize each article, synthesize them and discuss the variation between a summary and synthesis of information from research.
Article One
The first is "Peer mentorship in Clinician Education: Outcomes of a pilot program for first-year students" by Moyle and Wollin (1997). The article explores the challenges involved in identifying effective strategies to promote student learning in a clinical environment. The authors further provide a solution of peer mentorship to improve learning for learners. The research was first conducted by obtaining response from employees and nursing learners involved in the Bachelors of Science Nursing (BSN) program. The feedback was reviewed and used to create a pilot peer mentorship program implemented into a first-year clinical rotation for undergraduate students. The program entails five group sessions that each have 4-7 first-year learners. It was enabled by a second-year nursing student who played a role as a peer counsellor. The topics for these sessions include strategies to negotiate the clinical setting, promoting education from clinical experience, and debriefing sessions and events from the clinical workshops. The effectiveness evaluation was conducted through pre-and post-program questionnaires, focus groups, and interviews, a review of peer mentor journals. The evaluation was also through analyzing different academic and clinical performances of scholars who contributed versus those who did not participate. The findings did not exhibit a important variance for either one of these groups. However, the developments in levels of nervousness and poise in the peer mentored the cohort.
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Article two
The second article is titled "A peer learning intervention for nursing students in clinical practice education: A quasi-experiment study" by Passon et al. (2017). The research explores the use of learning in a clinical learning setting. The authors engage nursing students who support and learn from each other as they work in groups. The quasi-experimental approach was used in this design, and it includes two categories. There is an intervention group and a comparison group. The study involves a 4-week rotation where the intervention group engaged in peer learning, and the contrast group persisted normal oversight activities. Students from both cohorts were scholar nursing students in their pioneer clinical revolution for the second semester in their three-year program. All the students were supervised traditionally during their first two weeks, and the students in the intervention group were paired with each other in the same program. The students paired together worked the same shift and supported each other in the care of a group of patients, including planning care and exchanging ideas of which actions should be taken.
Article three
The last article in my research is "Integrating Peer Learning Activities and Problem-Based Learning in Clinical Nursing Education" by Putri & Sumartini (2021). The article aimed to determine the efficiency of peer learning and problem-oriented learning to achieve clinical learning for nurses. The research uses a true trial with a posttest-only control group approach. The sample group in this study is retrieved from a randomized control trial. The authors conclude that clinical learning using peer studying and problem-based learning can advance different student competencies and achievements. The authors appreciate that clinical tutoring plays a critical role in enhancing students' abilities, develop soft skills, and achieving professional capabilities.
Synthesis of both articles
As a clinical educator, I find both authors helpful as they set to improve the learning experience for nursing students. In both studies, there is improvement in students' self-efficacy in their capacities and a decrease in anxiety levels while in the clinical setting. These prove critical for clinical instructors following the complex, highly demanding, and unpredictable environment they teach in. while the type of peer pressure in every article is different, they all positively impact nursing students and their performance in the clinical setting. Therefore, the information from all three articles can be used to develop peer mentoring theory that offers a basis for changes in how students are taught in the clinical setting.
Summarizing vs. Synthesizing
A summarization and synthesizing were done for all the articles. As a result, it is critical to discuss the differences between these two concepts. Summarization involves reading techniques to collect information from a source to highlight the main points discussed in the resource. According to Eaton (2010), this is a way of re-iterating the information written by the authors. It addresses the source information at a time.
On the other hand, synthesis is an advanced reading approach that brings the information to highlight the main points and allows the reader to conclude. It is a combination and contrast of information. A synthesis reflects the reader's perspective of the author's work and allows the reader to create something new from the information offered by the source.
References
Eaton, S.E. (2010). Reading strategies: Differences between summarizing and synthesizing [Blog post]. Literacy, Languages and Leadership.
Putri, S. T., & Sumartini, S. (2021). Integrating Peer Learning Activities and Problem-Based Learning in Clinical Nursing Education. SAGE Open Nursing. https://doi.org/10.1177/23779608211000262
Pålsson, Y., Mårtensson, G., Swenne, C. L., Ädel, E., & Engström, M. (2017). A peer learning intervention for nursing students in clinical practice education: A quasi-experimental study. Nurse Education Today, 5181-87. doi:10.1016/j.nedt.2017.01.011
Yates, P., Cunningham, J., Moyle, W., & Wollin, J. (1997). Peer Mentorship in Clinical Education: Outcomes of a Pilot Programme for First Year Students. Nurse Education Today, 17(6), 508-14
