1. Academic & Social benefits (SOCIO-EMOTIONAL SET)
1.1. Enhanced understanding
1.2. Communication
1.3. Confidence
1.4. Transferable skills
1.5. Research: Existing studies
2. Theory
2.1. Situated Learning (Lave & Wenger)
2.1.1. Anxiety/Inadequate
2.1.2. New environment
2.1.3. Multiple stimuli
2.2. Kolb's
2.3. Socio-Constructivist (Vygotsky)
2.4. Tanner's
2.5. Bandura
3. Models
3.1. PASS
3.2. Rovers
4. Nursing
4.1. Clinical (MINDSET)
4.1.1. Peer Learning (PL)
4.1.1.1. Improve/ enhance learning
4.1.1.2. Leadership/cooperation
4.1.1.3. Self-esteem
4.1.2. Problem Based Learning (PBL)
4.1.2.1. Mapping
4.1.2.2. Analyzing
4.2. Competencies (SKILLSET)
4.2.1. Confidence
4.2.2. Critical Thinking
4.2.3. Collaboration
4.2.4. Communication
4.2.5. Skills
4.2.5.1. Building soft skills
5. Definition
5.1. Engaging learning process
5.2. Models (individual vs group)
5.3. Topics/Subject
5.4. Research: Topping Falchikov
6. Research
6.1. Study
6.1.1. Method
6.1.1.1. convenience sampling
6.1.1.2. Quasi-experimental
6.1.2. Population
6.1.2.1. Community college students: registered and vocational nursing (n=80)
6.1.3. Pretest/posttest
6.1.4. Outcome Measures
6.1.4.1. Critical Thinking Likert
6.1.4.2. Collaborative Behavior Scale
6.1.4.3. Learning and Development Thriving Scale
6.1.4.4. Bandura Self-Efficacy Instrument Guide
6.1.4.5. Psychological Empowerment Likert Scale
6.2. Road Blocks
6.2.1. Faculty buy-in
6.2.2. Evaulating student pairs
6.2.2.1. Will it affect individual clinical evaluation?
6.2.2.1.1. How will clinical instructors evaluate?