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A peer learning intervention targeting newly graduated nurses: A feasibility study with a descriptive design based on Medical Research Council framework
University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science. (Vårdvetenskap)ORCID iD: 0000-0002-5436-3566
University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science. Nursing Department, Medicine and Health College, Lishui University, China. (Vårdvetenskap)ORCID iD: 0000-0002-9912-5350
Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden; Department of Surgical Sciences, Thoracic Surgery Uppsala University, Uppsala, Sweden. (Vårdvetenskap)
University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science. (Vårdvetenskap)
2017 (English)In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648Article in journal (Refereed) Epub ahead of print
Abstract [en]

AIMS:

To describe the feasibility of a peer learning intervention targeting newly graduated nurses. Feasibility was tested concerning consistency of the theoretical description of peer learning with empirical findings in a new context, compliance and acceptability, as well as usability of a questionnaire measuring the intended future outcome variables.

BACKGROUND:

Newly graduated nurses who meet, socialize and share experiences have described supporting each other's ability to cope with stress. Peer learning involves individuals in a similar situation learning from and with each other through interaction. When implementing new interventions, feasibility studies are used to minimize problems in future evaluation studies.

DESIGN:

Quasi-experimental design with an intervention group, followed over time using descriptive methods. The study was based on the Medical Research Council framework.

METHODS:

Repeated semi-structured interviews, a checklist for fidelity and a questionnaire were conducted with 10 newly graduated nurses from January - March 2015. The intervention's main component included pairs of newly graduated nurses working the same shift and having joint responsibility for a group of patients for a period of three weeks. The intervention also included three months of regular reflection by the pair.

FINDINGS:

Using deductive analysis, the peer learning intervention was found to be consistent with the theoretical description. Due to the compliance and acceptability, there were lessons learned. The tested questionnaire was found to be useful.

CONCLUSIONS: This peer learning intervention seems to be feasible in this context. The present study will serve as the basis for a future full-scale evaluation study.

Place, publisher, year, edition, pages
2017.
Keyword [en]
acceptability, compliance; feasibility; intervention; newly graduated nurses; peer learning; process evaluation
National Category
Nursing
Identifiers
URN: urn:nbn:se:hig:diva-25509DOI: 10.1111/jan.13513PubMedID: 29193242OAI: oai:DiVA.org:hig-25509DiVA: diva2:1155872
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Lärandets drivkraft
Note

This article has been accepted for publication and undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record.

Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2017-12-13Bibliographically approved

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