hig.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
First-year nursing students' collaboration using peer learning during clinical practice education: An observational study.
University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Science, Caring Science. Uppsala University.ORCID iD: 0000-0002-5436-3566
University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Science, Caring Science. Uppsala University.ORCID iD: 0000-0003-1185-061x
Uppsala University.
Karolinska Institutet.
Show others and affiliations
2021 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 50, article id 102946Article in journal (Refereed) Published
Abstract [en]

The purpose of this observational study was to describe the collaboration between first-year nursing students using peer learning during their first clinical practice education. In earlier, predominantly interview studies, peer learning has been described as a model with several positive outcomes. However, no studies on how students act in collaboration in a real-life context have been found. The present study observed sixteen arbitrarily paired nursing students (eight pairs) on three to five occasions per pair, in total 164 h from September 2015 to March 2016. Repeated unstructured observations including informal conversations were used. Using qualitative content analysis, one theme 'Involuntary collaboration leads to growth in different competencies' emerged and three categories 'Practising nursing skills and abilities when working together', 'Establishing knowledge by helping each other to understand' and 'Sharing thoughts, feelings, and knowledge and put them into words'. In conclusion, nursing students using peer learning were observed practising several competencies, some of them not so easily elicited according to earlier research as organization, nursing leadership, teaching, and supervision.

Place, publisher, year, edition, pages
Elsevier Ltd , 2021. Vol. 50, article id 102946
Keywords [en]
Clinical practice education, Competencies, Nursing students, Peer learning, Skills
National Category
Health Sciences Educational Sciences
Identifiers
URN: urn:nbn:se:hig:diva-34568DOI: 10.1016/j.nepr.2020.102946ISI: 000614932700018PubMedID: 33310510Scopus ID: 2-s2.0-85097452968OAI: oai:DiVA.org:hig-34568DiVA, id: diva2:1510432
Available from: 2020-12-16 Created: 2020-12-16 Last updated: 2021-03-18Bibliographically approved
In thesis
1. A pathway into the profession: The use, feasibility and outcomes of a peer learning intervention for nursing students and newly graduated nurses
Open this publication in new window or tab >>A pathway into the profession: The use, feasibility and outcomes of a peer learning intervention for nursing students and newly graduated nurses
2020 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of present thesis was to study the use, feasibility and outcomes of a peer learning intervention for nursing students and new graduates, including studies using a quasi-experimental (Study I and III), descriptive (Study II) and mixed-methods (Study IV) design. Data were collected using questionnaires, observations, checklists for intervention fidelity, individual interviews and group interviews. When studying peer learning outcomes among nursing students, peer learning seems to have a significant interaction effect on self-efficacy, based on a comparison of changes over time between the intervention (n=42) and comparison (n=28) groups. Studying each group separately over time, significant improvements were found in the intervention group on thirteen of the twenty variables, whereas the comparison group improved on four (Study I). Observations of how nursing students (n=16) used peer learning revealed that the student pairs collaborated to different extents and in different ways. All students were observed practicing several competencies together (Study II). Testing the peer learning model in new graduates’ workplace introduction (n=10) revealed that new graduates’ descriptions of peer learning were consistent with the theoretical description (Study III). Feasibility was tested in relation to compliance and acceptability, and lessons were learned. In Study IV, fidelity to the intervention was generally good. When first-line managers (n=8) described their perception of using the peer learning intervention with new graduates, predominantly positive outcomes were expressed. When examining the effect of peer learning in workplace introduction for newly graduated nurses (n=35), it was difficult to draw any conclusions due to recruitment problems (Study IV). The conclusions is that peer learning is a useful model for nursing students’ that seems to improve self-efficacy more than traditional supervision does. The model gives nursing students opportunities to practice several competencies on each other, and these competencies, e.g., leadership and organizational skills are useful in their future profession. The students practice teaching and supervision skills on each other, which seems to be a natural part of the peer relationship. Peer learning in the context of new graduates’ workplace introduction describes in a way consistent with the theoretical description of peer learning outcomes thus, also here it seems as a useful model. When developing and testing new interventions such as peer learning, it is important to do so systematically to minimize problems when conducting an evaluation, where the MRC framework can be useful. First-line managers generally expressed a positive attitude toward the peer learning model.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2020. p. 82
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Medicine, ISSN 1651-6206 ; 1623
Keywords
Clinical practice education, Intervention, Newly graduated nurses, Nursing students, Peer learning, Workplace introduction.
National Category
Nursing
Identifiers
urn:nbn:se:hig:diva-34599 (URN)978-91-513-0837-1 (ISBN)
Public defence
2020-02-18, Universitetshuset, Biskopsgatan 3, Uppsala, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2021-01-05 Created: 2020-12-21 Last updated: 2021-01-05Bibliographically approved

Open Access in DiVA

fulltext(880 kB)506 downloads
File information
File name FULLTEXT01.pdfFile size 880 kBChecksum SHA-512
d6ac0e19beebf980990566aebae66f230a9b35cfae9642d9cf13c809b5ed5991f14a21aadb2211cb0d0a8ebb01bdd334a4882c824b9fed47cf4e7a5cd4c35a3a
Type fulltextMimetype application/pdf

Other links

Publisher's full textPubMedScopus

Authority records

Pålsson, YlvaMårtensson, GunillaEngström, Maria

Search in DiVA

By author/editor
Pålsson, YlvaMårtensson, GunillaEngström, Maria
By organisation
Caring Science
In the same journal
Nurse Education in Practice
Health SciencesEducational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 506 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
pubmed
urn-nbn

Altmetric score

doi
pubmed
urn-nbn
Total: 402 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf