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Ädel, Eva
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Ädel, E., Löfmark, A., Pålsson, Y., Mårtensson, G., Engström, M. & Lindberg, M. (2021). Health-promoting and -impeding aspects of using peer-learning during clinical practice education: A qualitative study. Nurse Education in Practice, 55, Article ID 103169.
Öppna denna publikation i ny flik eller fönster >>Health-promoting and -impeding aspects of using peer-learning during clinical practice education: A qualitative study
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2021 (Engelska)Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 55, artikel-id 103169Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Aim

The aim of the present study was to elucidate health-promoting and -impeding aspects of peer-learning by examining nursing students' descriptions of learning together as peers, and how this might interact with their health.

Background

Peer-learning is a useful strategy for teaching and learning in nursing students' clinical practice education. In the research, benefits such as improved cooperation and increased self-confidence have been described and labelled as health-promoting.

Design

A qualitative descriptive approach Method Thirteen first-year nursing students aged 22-45 years, who had completed their first clinical practice education on a medical or surgical hospital ward, participated in one-on-one semi-structured interviews. The interviews were analyzed using qualitative content analysis.

Result

Working as a pair was primarily described as positive, as the peers felt basic support from each other, even though they described negative experiences that limited their own development and challenged their patience.

Conclusion

Peer-learning as a model for supervision in clinical practice incorporates valuable health-promoting aspects, as the students felt safe, supported, increased self-confidence, and participation. The interaction between peers helped them grow as human beings, and the mutual support the peers felt was a vital health-promoting aspect that limited the impact of the described health-impeding aspects, which included sometimes finding peer-learning trying, stressful and irritating.

Ort, förlag, år, upplaga, sidor
Elsevier, 2021
Nyckelord
Nursing students, Nursing clinical education, Peer learning, Qualitative research
Nationell ämneskategori
Hälsovetenskaper
Forskningsämne
Hälsofrämjande arbete
Identifikatorer
urn:nbn:se:hig:diva-36892 (URN)10.1016/j.nepr.2021.103169 (DOI)000701903200024 ()34388617 (PubMedID)2-s2.0-85113247302 (Scopus ID)
Tillgänglig från: 2021-08-16 Skapad: 2021-08-16 Senast uppdaterad: 2024-04-11Bibliografiskt granskad
Pålsson, Y., Mårtensson, G., Leo Svenne, C., Ädel, E. & Engström, M. (2017). A peer learning intervention for nursing students in clinical practice education: a quasi-experimental study. Nurse Education Today, 51, 81-87
Öppna denna publikation i ny flik eller fönster >>A peer learning intervention for nursing students in clinical practice education: a quasi-experimental study
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2017 (Engelska)Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 51, s. 81-87Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

BACKGROUND: Studies of peer learning indicate that the model enables students to practice skills useful in their future profession, such as communication, cooperation, reflection and independence. However, so far most studies have used a qualitative approach and none have used a quasi-experimental design to study effects of nursing students' peer learning in clinical practice.

OBJECTIVES: To investigate the effects of peer learning in clinical practice education on nursing students' self-rated performance.

DESIGN: Quasi-experimental.

SETTING: The study was conducted during nursing students' clinical practice.

PARTICIPANTS: All undergraduate nursing students (n=87) attending their first clinical practice were approached. Seventy students out of 87 answered the questionnaires at both baseline and follow-up (42 of 46 in the intervention group and 28 of 39 in the comparison group).

METHODS: During the first two weeks of the clinical practice period, all students were supervised traditionally. Thereafter, the intervention group received peer learning the last two weeks, and the comparison group received traditional supervision. Questionnaire data were collected on nursing students' self-rated performance during the second (baseline) and last (follow-up) week of their clinical practice.

RESULTS: Self-efficacy was improved in the intervention group and a significant interaction effect was found for changes over time between the two groups. For the other self-rated variables/tests, there were no differences in changes over time between the groups. Studying each group separately, the intervention group significantly improved on thirteen of the twenty variables/tests over time and the comparison group improved on four.

CONCLUSIONS: The results indicate that peer learning is a useful method which improves nursing students' self-efficacy to a greater degree than traditional supervision does. Regarding the other self-rated performance variables, no interaction effects were found.

Nyckelord
Clinical practice education, Intervention, Nursing students, Peer learning, Quasi-experimental
Nationell ämneskategori
Omvårdnad
Forskningsämne
Hälsofrämjande arbete
Identifikatorer
urn:nbn:se:hig:diva-23497 (URN)10.1016/j.nedt.2017.01.011 (DOI)000396957900012 ()28142097 (PubMedID)2-s2.0-85010807227 (Scopus ID)
Projekt
Lärandets drivkraft
Tillgänglig från: 2017-02-02 Skapad: 2017-02-02 Senast uppdaterad: 2022-09-19Bibliografiskt granskad
Mamhidir, A.-G., Kristofferzon, M.-L., Hellström-Hyson, E., Persson, E. & Mårtensson, G. (2014). Nursing preceptors' experiences of two clinical education models. Nurse Education in Practice, 14(4), 427-433
Öppna denna publikation i ny flik eller fönster >>Nursing preceptors' experiences of two clinical education models
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2014 (Engelska)Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 14, nr 4, s. 427-433Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Preceptors play an important role in the process of developing students' knowledge and skills. There is an ongoing search for the best learning and teaching models in clinical education. Little is known about preceptors' perspectives on different models. The aim of the study was to describe nursing preceptors' experiences of two clinical models of clinical education: peer learning and traditional supervision. A descriptive design and qualitative approach was used. Eighteen preceptors from surgical and medical departments at two hospitals were interviewed, ten representing peer learning (student work in pairs) and eight traditional supervision (one student follows a nurse during a shift). The findings showed that preceptors using peer learning created room for students to assume responsibility for their own learning, challenged students' knowledge by refraining from stepping in and encouraged critical thinking. Using traditional supervision, the preceptors' individual ambitions influenced the preceptorship and their own knowledge was empathized as being important to impart. They demonstrated, observed and gradually relinquished responsibility to the students. The choice of clinical education model is important. Peer learning seemed to create learning environments that integrate clinical and academic skills. Investigation of pedagogical models in clinical education should be of major concern to managers and preceptors.

Nyckelord
Clinical education, nurses, peer learning, traditional supervision
Nationell ämneskategori
Omvårdnad
Forskningsämne
Innovativt lärande
Identifikatorer
urn:nbn:se:hig:diva-16119 (URN)10.1016/j.nepr.2014.01.010 (DOI)000349568200019 ()2-s2.0-84933044982 (Scopus ID)
Projekt
VFU
Tillgänglig från: 2014-01-21 Skapad: 2014-01-21 Senast uppdaterad: 2022-09-21Bibliografiskt granskad
Mårtensson, G. & Hellström-Hyson, E. (2012). Peer learning och parhandledning: Studenters möjligheter och handledares utmaningar. In: SSF (Ed.), Verksamhetsförlagd utbildning i högskolans vårdutbildningar - möjligheter och utmaningar: . Paper presented at Verksamhetsförlagd utbildning - möjligheter och utmaningar, Stockholm, 21-22 november 2012.
Öppna denna publikation i ny flik eller fönster >>Peer learning och parhandledning: Studenters möjligheter och handledares utmaningar
2012 (Svenska)Ingår i: Verksamhetsförlagd utbildning i högskolans vårdutbildningar - möjligheter och utmaningar / [ed] SSF, 2012Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Nationell ämneskategori
Omvårdnad
Identifikatorer
urn:nbn:se:hig:diva-13476 (URN)
Konferens
Verksamhetsförlagd utbildning - möjligheter och utmaningar, Stockholm, 21-22 november 2012
Tillgänglig från: 2012-11-28 Skapad: 2012-11-28 Senast uppdaterad: 2022-09-19Bibliografiskt granskad
Hellström-Hyson, E., Mårtensson, G. & Kristofferzon, M.-L. (2012). To take responsibility or to be an onlooker: Nursing students' experiences of two models of supervision. Nurse Education Today, 32(1), 105-110
Öppna denna publikation i ny flik eller fönster >>To take responsibility or to be an onlooker: Nursing students' experiences of two models of supervision
2012 (Engelska)Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 32, nr 1, s. 105-110Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

AIM: The present study aimed at describing how nursing students engaged in their clinical practice experienced two models of supervision: supervision on student wards and traditional supervision. BACKGROUND: Supervision for nursing students in clinical practice can be organized in different ways. In the present study, parts of nursing students' clinical practice were carried out on student wards in existing hospital departments. The purpose was to give students the opportunity to assume greater responsibility for their clinical education and to apply the nursing process more independently through peer learning. METHOD: A descriptive design with a qualitative approach was used. Interviews were carried out with eight nursing students in their final semester of a 3-year degree program in nursing. The data were analyzed using content analysis. FINDINGS: Two themes were revealed in the data analysis: When supervised on the student wards, nursing students experienced assuming responsibility and finding one's professional role, while during traditional supervision, they experienced being an onlooker and having difficulties assuming responsibility. CONCLUSIONS: Supervision on a student ward was found to give nursing students a feeling of acknowledgment and more opportunities to develop independence, continuity, cooperation and confidence.

Nyckelord
Clinical education, Clinical supervision, Nursing students, Peer learning
Nationell ämneskategori
Omvårdnad
Forskningsämne
Hälsofrämjande arbete
Identifikatorer
urn:nbn:se:hig:diva-8611 (URN)10.1016/j.nedt.2011.02.005 (DOI)000299603600020 ()21388721 (PubMedID)2-s2.0-82855165231 (Scopus ID)
Projekt
VFU
Tillgänglig från: 2011-03-25 Skapad: 2011-03-25 Senast uppdaterad: 2022-09-21Bibliografiskt granskad
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