Inclusive Education Framework: Peer Assisted Study Support

Lisa Jennison

Perioperative, Paramedic & Advanced Practice, Faculty of Health Sciences

L.Jennison2@hull.ac.uk

Video Case Study

Background

In T1 of 2020/21, we had to deliver a different mode of teaching (online) to approximately 450 first year undergraduate nursing students.

An additional challenge this term was the introduction of new Module contents and summative assessment. Students were required to produce a 3000-word essay (level 4) with a simple literature review and appraisal of a qualitative paper.

The module leader identified a number of issues from last trimester which had indicated poor performance. Referrals (fails) were significantly high with a high attrition rate of students, prior to assessment.

The problem appeared to be a lack of basic study skills resulting in poor academic writing practices. Specific issues included issues with referencing, sentence construction and essay structure. 

Activity

Multiple data sources were reviewed including MEQ, Module Reports, and Canvas analytics.  This evidenced high demand from students requesting support from PASS (Peer Assisted Study Sessions). The Module leader worked collaboratively with the Library Skills Team to consider the potential issues.

Practical steps included:

1. Students invited to attend the PASS scheme (weekly online meetings held for the duration of the Module).
2. Module leader actively engaging with weekly PASS meetings- to obtain instant feedback and enabling any interventions to be actioned in a responsive way.
3. Library skills team provided x2 online workshops for students.
4. Formative assessment using Multiple Choice Questions (MCQs) to underpin academic writing practice and module contents (i.e. identifying credible sources, literature searching, referencing etc.).
5. Mentimeter and Module Evaluation Questionnaires used to interact with students in order to obtain feedback and evaluation.

Aims were to:

• Provide Mentorship and ‘Peer’ role models for first year students.
• Promote clear academic expectations, guidance & support.
• Provide positive messaging around success and aspiration.
• Promote meaningful student partnerships and build effective peer networks within the curriculum.
• Attempt to reduce the number of student referrals and improve grades overall

Impact

Quantitative data:

• Referrals/fails- for T1 2020/21 these have been reduced to 15.0% for this year’s cohort, an improvement from 15.7% in the equivalent module last year (data obtained from Module reports).
• Attrition and retention rates- 31/427 (7.2%) of students did not submit work, however, this was mostly due to the high uptake of mitigations under University Covid regulations. At the Module board meeting (February 2021), only 2 students had withdrawn from the course and 5 had suspended their studies.
• Grade mark range- those attained in the Higher band ranges were improved this year with 8 students scoring within the 80-89% range and 5 students scoring within the 90-99% banding. The previous year’s marks indicated the top grade attained overall in the module was 85%.
• Formative library quiz -274 respondents accessed the quiz which had an average score of 58%.

Student Feedback:

• "The week 3 contents have been very helpful and supportive for completing the assignment. Also the PASS meetings have been beneficial for discussions with other students."
• "Having the group sessions have been really helpful - both the supervisor sessions and the PASS sessions with other students because it allows us to bounce ideas off each other and get a better understanding of the assessment. The learning materials have been really beneficial."
• "PASS has been a great addition to allow for some collaborative discussion and learning, as have the tutorials."
• "I have been lucky to have a fantastic support from fellow students through the groups we were allocated they have offered great support - the PASS sessions were invaluable."