Using Assigned Peer Discussants to Enhance Engagement and Feedback for Student Presentations

Abstract

Abstract Nursing students are frequently assigned to provide case or topical presentations in class. They are often nervous about presenting, which can distract them from learning from peers. Faculty introduced the role of the assigned discussant to enhance engagement and enable peer feedback in real time. After students presented a brief elevator-pitch style speech, peer discussants were instructed to respond following specific prompts to reflect on key takeaways and remaining questions. Faculty coached students to demonstrate focused, active listening skills and to provide quality feedback using this teaching-learning innovation. Students were enthusiastic about providing and receiving immediate, constructive collegial peer support.