Abstract
BackgroundEvaluation 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.MethodsA 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.ResultsManagers 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.ConclusionsThe present study found positive experiences of, from managers, and fidelity to the peer learning intervention; regarding the experimental design, there were lessons learned.Trial registrationBefore starting data collection, a trial registration was registered at (Trial ID ISRCTN14737280).
Highlights
Transitioning into a new professional role is challenging
We hypothesized that newly graduated nurses who are given the opportunity to learn the profession with a peer would improve significantly more over time regarding selfrated ability to perform nursing-specific tasks and competences, learning and vitality than would new graduates in a control group who were introduced to the profession in the traditional manner
Due to recruitment problems and thereof small sample sizes the study should be regarded as a pilot study
Summary
Transitioning into a new professional role is challenging. While many new graduates adapt effectively to their workplace, others may struggle to manage these demands [1]. The present study is part of a research project designed to investigate new graduates’ pathways into the profession It focuses on the use, feasibility and effects of peer learning. 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. Students have report that working together and supporting each other reduce stress and anxiety [10, 11] When they are introduced to staff and face new clinical challenges, they feel safer and less nervous being with a peer [14]. Few limitations associated with peer learning have been described, but students have reported disadvantages, such as having to share scarce resources with the peer [15] and reduced learning when personalities or learning styles clash [10, 16]
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