The DOs and DONTs of Peer Tutoring
TLDRThe transcript describes a tutoring session between a student and a peer tutor, Jen, focusing on health assessment techniques. The student is preparing for an upcoming exam and is particularly concerned about the abdominal and neurological assessments. Despite initial struggles, the student gains a better understanding of the abdominal assessment order and plans a follow-up session to work on the neurological assessment. The tutor's supportive approach aims to alleviate the student's stress and boost confidence for the exam.
Takeaways
- 📝 The session begins with an apology for being late and quickly moves into discussing the health assessment exam preparation.
- 👥 The student is struggling with abdominal and neurological assessments, despite having a good grade in the class.
- 📚 The tutor reassures the student that the course is easy and suggests reviewing the material as a strategy for exam preparation.
- 🤔 The student expresses concern about their performance in the class, which prompts the tutor to offer more direct help.
- 📝 The tutor explains the correct order of steps for the abdominal assessment, correcting the student's initial misunderstanding.
- 👂 The student demonstrates a good understanding of the abdominal assessment after the tutor's explanation.
- 📅 The tutor and student schedule a follow-up session to cover the neurological assessment before the exam.
- 📝 The tutor ends the session by writing a report for the academic success center, highlighting the student's knowledge and progress.
- 👍 The tutor encourages the student to study more for the exam, expressing confidence in their ability to do well.
- 📆 The student confirms availability for the next tutoring session, and they agree on a time that works for both.
- 📚 The tutor reminds the student to bring their textbook and notes to the next session for continued review and practice.
Q & A
Why was the student late for the session?
-The student was late because they were out for dinner with friends.
What is the student preparing for?
-The student is preparing for a health assessment exam that is scheduled for the next Thursday.
Which topics within the health assessment exam is the student struggling with?
-The student is struggling with the abdominal and neurological assessments.
What was the tutor's initial assumption about the student's performance in the class?
-The tutor initially assumed that the student was doing well in the class, possibly even having an A+, based on the professor's reputation.
How did the tutor suggest the student improve their understanding of the material?
-The tutor suggested that the student read the chapter again and implied that more studying would make the exam easier.
What was the tutor's response to the student's claim of not understanding the abdominal assessment?
-The tutor explained that the order of assessment for the abdomen is different from other systems, starting with inspection, then auscultation, percussion, and finally palpation.
What was the tutor's final advice regarding the upcoming exam?
-The tutor advised the student to study a little more, assuring them that the exam would be a breeze.
What was the purpose of the report the tutor had to write at the end of the session?
-The report was to inform the academic success center about the session's effectiveness and the student's current knowledge and progress.
How did the tutor address the student's concern about the neurological assessment?
-The tutor acknowledged the student's concern and offered to book another appointment specifically to work on the neurological assessment.
When and how did they schedule the next tutoring session?
-They scheduled the next session for Tuesday at 5:00 p.m., and the student was to bring their textbook and notes for the session.
What was the tutor's name and role?
-The tutor's name was Jen, and she was a nursing peer tutor.
Outlines
📚 Tutoring Session Kickoff
The video script begins with a student apologizing for being late due to a dinner engagement and quickly moves into the tutoring session. The student is preparing for a health assessment exam, particularly struggling with abdominal and neurological assessments. The tutor, confident in the student's abilities, suggests that reviewing the material should suffice. The session focuses on clarifying the abdominal assessment technique, emphasizing the correct order of inspection, auscultation, and percussion to avoid disrupting abdominal sounds. The tutor concludes the session by writing a report for the academic success center and encourages the student to study more for the upcoming exam.
📅 Scheduling a Follow-Up Tutorial
In the second paragraph, the student expresses continued stress over the upcoming exam, particularly the neurological assessment. The tutor offers to book another session to further assist with the student's concerns. They agree on a time for the next tutorial and discuss the format, which will be similar to the current session, with the student bringing notes and textbooks. The tutor wishes the student good luck with their studies and they confirm the next meeting for the following Tuesday.
Mindmap
Keywords
💡Health Assessment Exam
💡Abdominal Assessment
💡Neurological Assessment
💡Peer Tutoring
💡Academic Success Center
💡Study Techniques
💡Exam Anxiety
💡Tutoring Session
💡Nursing Education
💡Study Contract
Highlights
The session begins with an apology for being late due to a dinner engagement.
The main focus of the session is to prepare for a health assessment exam, specifically the abdominal and neurological assessments.
The student expresses confidence in the class but admits to personal struggles with the material.
The tutor reassures the student that the class is easy and they should be fine, despite the student's concerns.
The tutor suggests that the student may not be trying hard enough and advises rereading the chapter.
The student remains unconvinced after reviewing the material and seeks further explanation.
The tutor explains the correct order for the abdominal assessment, which differs from the standard procedure.
The student correctly identifies the unique order of the abdominal assessment to prevent disrupting abdominal sounds.
The tutor praises the student's understanding of the abdominal assessment and moves on to the neurological assessment.
The student expresses continued stress over the neurological assessment, finding it challenging.
The tutor offers to book another session to focus on the neurological assessment.
The student agrees to the additional session and provides a preferred time.
The tutor emphasizes the importance of bringing notes and textbooks to the next session.
The session ends with the tutor writing a report for the academic success center and wishing the student luck on the exam.
A new tutor, Jen, introduces herself and starts a peer tutoring session with a focus on the same health assessment exam.
The student signs a peer tutoring contract at the beginning of the session.
The tutor and student review the abdominal assessment, with the student showing a good understanding.
The session concludes with the tutor booking another appointment to cover the neurological assessment in more detail.
Transcripts
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