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A peer learning intervention in workplace introduction - managers’ and new graduates’ perspectives
University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Science, Caring Science. Uppsala universitet, Vårdvetenskap.ORCID iD: 0000-0002-5436-3566
University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Science, Caring Science. Uppsala universitet, Vårdvetenskap.ORCID iD: 0000-0002-9912-5350
Uppsala universitet, Thoraxkirurgi.
University of Gävle, Central University Administration. Uppsala universitet, Vårdvetenskap.ORCID iD: 0000-0003-1185-061x
2022 (English)In: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, Vol. 21, article id 12Article in journal (Refereed) Published
Abstract [en]

Background

Evaluation of a complex intervention are often described as being diminished by difficulties regarding acceptability, compliance, delivery of the intervention, recruitment and retention. Research of peer learning for nursing students have found several positive benefits while studies of peer learning for newly graduated nurses are lacking. This study aimed (1) to investigate the study process in terms of (a) first-line managers’ perspectives on the intervention study, the difficulties they face and how they handle these and (b) new graduates’ fidelity to the intervention and (2) to examine the effect of the peer learning intervention in workplace introduction for newly graduated nurses.

Methods

A mixed-methods approach using semi-structured interviews with eight managers, repeated checklist for fidelity and questionnaires conducted with 35 new graduates from June 2015 and January 2018, whereof 21 in the intervention group. The peer learning intervention’s central elements included pairs of new graduates starting their workplace introduction at the same time, working the same shift and sharing responsibility for a group of patients for 3 weeks. The intervention also included 3 months of regular peer reflection.

Results

Managers offered mostly positive descriptions of using peer learning during workplace introduction. The intervention fidelity was generally good. Because of recruitment problems and thereby small sample size, it was difficult to draw conclusions about peer learning effects and, thus, the study hypothesis could either be accepted or rejected. Thereby, the study should be regarded as a pilot.

Conclusions

The present study found positive experiences of, from managers, and fidelity to the peer learning intervention; regarding the experimental design, there were lessons learned.

Trial registration

Before starting data collection, a trial registration was registered at (Trial ID ISRCTN14737280).

Place, publisher, year, edition, pages
BMC , 2022. Vol. 21, article id 12
Keywords [en]
Collaborative learning, Feasibility, Intervention, Medical Research Council (MRC) framework, Newly graduated nurses, Peer learning, Process evaluation, Randomized controlled trial, Social learning
National Category
Nursing
Identifiers
URN: urn:nbn:se:hig:diva-34652DOI: 10.1186/s12912-021-00791-0ISI: 000738633200001PubMedID: 34983518Scopus ID: 2-s2.0-85122329416OAI: oai:DiVA.org:hig-34652DiVA, id: diva2:1514361
Available from: 2019-12-09 Created: 2021-01-05 Last updated: 2022-09-20Bibliographically 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

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Pålsson, YlvaEngström, MariaLeo Swenne, ChristineMårtensson, Gunilla

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