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Health-promoting and -impeding aspects of using peer-learning during clinical practice education: A qualitative study
University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Science, Caring Science.
University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Science, Caring Science.ORCID iD: 0000-0002-2752-1274
University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Science, Caring Science. Uppsala universitet.ORCID iD: 0000-0002-5436-3566
University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Science, Caring Science. Uppsala universitet.ORCID iD: 0000-0003-1185-061x
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2021 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 55, article id 103169Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Elsevier , 2021. Vol. 55, article id 103169
Keywords [en]
Nursing students, Nursing clinical education, Peer learning, Qualitative research
National Category
Health Sciences
Research subject
Health-Promoting Work
Identifiers
URN: urn:nbn:se:hig:diva-36892DOI: 10.1016/j.nepr.2021.103169ISI: 000701903200024PubMedID: 34388617Scopus ID: 2-s2.0-85113247302OAI: oai:DiVA.org:hig-36892DiVA, id: diva2:1585140
Available from: 2021-08-16 Created: 2021-08-16 Last updated: 2024-04-11Bibliographically approved

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Ädel, EvaLöfmark, AnnaPålsson, YlvaMårtensson, GunillaEngström, MariaLindberg, Maria

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