A pathway into the profession : The use, feasibility and outcomes of a peer learning intervention for nursing students and newly graduated nurses (original) (raw)
Related papers
Nurse Education Today
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' selfefficacy to a greater degree than traditional supervision does. Regarding the other self-rated performance variables, no interaction effects were found.
2011
Purpose: The aim of our study was to evaluate the outcomes of peer learning in the clinical education of nursing students by comparing the points of view between junior and senior students, and their tutors. The secondary aim of this study was to compare the level of anxiousness perceived by junior and senior students in specific situations experienced during clinical education. Design: A qualitative descriptive study. Materials and Methods: A sample of 60 junior and 28 senior students was selected to anonymously respond to ad-hoc questionnaires. A Focus Group was used to evaluate the tutors’ experience. A tool validated by Kleehammer, Hart & Fogel Keck (1990) to study the causes of anxiety in students during clinical education was used with some modifications. Results: Fifty junior students and 26 senior students responded to the questionnaire on peer learning and 6 expert tutors took part in a Focus Group. The students showed a good level of agreement on the positive effects of pe...
International Journal of Trend in Scientific Research and Development, 2017
Use of Peer teaching and learning in nursing education encourages active learning and improves confidence among them. The objectives of this study were to assess the perceived benefits and to test the effectiveness and overall satisfaction of peer teachin learning methods introduced among nursing students studying at a private university in the Sultanate of Oman. A quasi experimental one group pre test design was utilized for the study. A total of 97 students from the fifth and sixth semester nursing degree programme were included as participants in the study. The results of the study highlighted the benefits listed by the nursing students as motivation for self-learning, accountability to do self-learning, able to identify their proble learning, seek help when needed, respect for co students, increased observation techniques, and acquisition of knowledge about the topic learned. Majority of students were highly satisfied by this method of peer teaching and cooperative learning method and were satisfied overall with this new method. Utilizing this innovative method into @ IJTSRD |
Is peer education an effective method of strengthening nursing education?
Journal of Human Sciences, 2020
Nursing education from the past to the present has focused mainly on traditional learning methods in classroom settings, where the student is in a passive position and based on behavioral learning approaches. However, today, changes and developments in socio-cultural and political fields in information and technology necessitate the foundation of nursing education on student-centered active teaching methods / approaches that will enable the student to actively participate, think creatively and take responsibility. One of these methods is Peer Education, in which peers work in cooperation, learn from each other, help each other learn and teach by learning, and assume responsibility for learning themselves. Peer Education; especially in clinical practice is a nursing students' lack of role models, nurses work more than workload, insufficient number of nurses, because of the lack of adequate number and quality of nursing faculty members to receive consultancy, guidance nurse concept is not fully developed, differences between educators, etc. minimize / eliminate many problems, to ensure that educators use their limited time more effectively and that students can use their theoretical knowledge, to ensure effective and efficient use of clinical practice,
2017
Use of Peer teaching and learning in nursing education encourages active learning and improves confidence among them. The objectives of this study were to assess the perceived benefits and to test the effectiveness and overall satisfaction of peer teachin learning methods introduced among nursing students studying at a private university in the Sultanate of Oman. A quasi experimental one group pre test design was utilized for the study. A total of 97 students from the fifth and sixth semester nursing degree programme were included as participants in the study. The results of the study highlighted the benefits listed by the nursing students as motivation for self-learning, accountability to do self-learning, able to identify their proble learning, seek help when needed, respect for co students, increased observation techniques, and acquisition of knowledge about the topic learned. Majority of students were highly satisfied by this method of peer teaching and cooperative learning method and were satisfied overall with this new method. Utilizing this innovative method into @ IJTSRD | Available Online @ www.ijtsrd.com | Volume-1 | Issue-6 |
2018
The experiences of peer teaching on the learning of undergraduate nursing students in clinical practice: a systematic review' Dear JBI editors and external reviewers, Thank you for your comments regarding the original amendments. We have reviewed the feedback provided from the reviewer and made appropriate changes or further comments to each point identified. These have been documented within a table containing a list of changes, which can be correlated to the revised review. We hereby claim that this work is my own as the corresponding author and was completed with the input and support of the co-authors. We can confirm that there were no conflicts of interest regarding this systematic review. All information and work undertaken within the review was completed with regards to ethical adherence. If you have any queries, then please do not hesitate to contact me.
Journal of Professional Nursing, 2020
Background: Peer learning has enabled undergraduate nursing students to develop competence and clinical skills. It is rare to find quantitative studies examining the effect of peer learning on professional competence development among undergraduate nursing students comprehensively. Objective: To examine the effect of peer learning on professional competence development among Indonesian undergraduate nursing students. Design: A quasi-experimental study with non-equivalent control group pre-test post-test design. Participants: Convenience sampling was used to recruit participants. Seventy-five students completed the study (37 in the intervention group and 38 in the control group). Methods: The intervention group received the peer learning program, while the control group received conventional learning during clinical practice. The Nurse Professional Competence (NPC) was used to collect data at pre-test and post-test measurement. Data were analysed using descriptive and inferential statistics. Results: Professional competence had significantly increased in the intervention group. A significant interaction effect of time (pre-test and post-test) and group on professional competence development was also found. The effect of peer learning on professional competence development was significantly greater than the conventional method. Conclusion: Peer learning was demonstrated as an innovative learning method to develop professional competence during clinical practice among Indonesian undergraduate nursing students. It is recommended for nurse educators to consider implementing peer learning during clinical education.
BMC Nursing, 2022
Background: Due to the need for students to integrate theory with practice, current research seeks the best learning and teaching models in primary healthcare settings. The aim of this study was to explore preceptors' and nursing students' experiences of using peer learning during clinical practice in primary health care. Methods: A qualitative research approach was used based on semi-structured interviews with seven preceptors and ten nursing students. The interviews were transcribed and analyzed by using content analysis based on an inductive reasoning. Results: Preceptors and students perceived peer learning as an educational model to be beneficial for learning in primary care settings. They found the model to be stimulating, challenging, and leading to development of professional identity and nursing skills. All informants were positive towards the peer learning experience, with students reporting they were seen as individuals, despite working in pairs. However, the physical environment was demanding with regards to telephone counseling issues, limited opportunities for using computers, and the use of small examination rooms. Conclusion: This study shows that, despite the complex learning environment, peer learning as an educational model appears to work well in a primary healthcare setting. However, much improvement is needed to facilitate the students' learning process. Consequently, conditions for clinical practice and learning beneficial to both students and preceptors should be prioritized by management.
Near-peer teaching in undergraduate nurse education: An integrative review
Nurse education today, 2018
Studies in peer learning and teaching reported in the nursing literature are mainly descriptive, summarising positive aspects using survey and interviews. Application of pedagogical approaches to near-peer teaching in undergraduate nursing, using educational psychology frameworks to explain the outcomes, is relatively unknown. The objective of this integrative review was to ascertain outcomes of near-peer teaching in undergraduate nurse education and theoretical frameworks used to explain outcomes of near-peer teaching. Included qualitative and quantitative studies. The review was conducted in accordance with the PRISMA protocol and Joanna Briggs Institute processes and included studies published between the years 1990 and 2017. Quality appraisal involved two independent reviewers analysing the data, and narrative synthesis was used to report results. Two hundred and twenty-one abstracts were assessed independently by two reviewers for relevance to near-peer teaching in undergraduat...
Background: Peer-assisted leaning relates to the acquisition of knowledge and skills through shared learning of matched equals. The concept has been explored within the field of nurse education across a range of learning environments, but its impact in practice is still relatively unknown. This paper reports on findings when observing paediatric undergraduate nursing students who engage in PAL within the clinical practice setting. Objectives: The aim of this paper is to report the findings of a study undertaken to explore peer-assisted learning in undergraduate nursing students, studying children's health, in the clinical practice setting. Design: A qualitative ethnographic study using non-participant observations. Settings: A range of inpatient paediatric clinical settings across two teaching hospitals. Participants: First, second and third year paediatric student nurses enrolled on a Bachelor of Nursing Programme. Methods: Non-participant observations were used to observe a range of interactions between the participants when engaging in peer-assisted learning within the same clinical area. A total of 67 hours of raw data collected across all observations was analysed using framework analysis to draw together key themes. Results: Of the 20 identified students across two hospitals, 17 agreed to take part in the study. Findings were aggregated into three key themes; 1. Peers as facilitators to develop learning when engaging in peer-assisted learning, 2. Working together to develop clinical practice and deliver care, 3. Positive support and interaction from peers to enhance networking and develop working structure. Conclusions: Peer-assisted learning in undergraduate children's nursing students stimulates students in becoming engage in their learning experiences in clinical practice and enhance collaborative support within the working environment. The benefits of peer-assisted learning in current clinical practice settings can be challenging. Therefore, education and practice need to be aware of the benefits and their contribution towards future strategies and models of learning.