Abstract
AimThe 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. BackgroundPeer-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. DesignA qualitative descriptive approach MethodThirteen 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. ConclusionPeer-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.
Highlights
Clinical practice education is considered essential to nursing students owing to its major emphasis on learning skills and approaches that are fundamental to the nursing profession
Even though nursing students are generally satisfied with their clinical practice (Ekstedt et al, 2019; Warne et al, 2010), it can become a demanding reality for many nursing students
We explore whether peer-learning – a learning strategy in which peers work collaboratively to learn with and from one another (Carey et al, 2018) – can promote nursing students health during their clinical practice
Summary
Clinical practice education ( called clinical practice) is considered essential to nursing students owing to its major emphasis on learning skills and approaches that are fundamental to the nursing profession. We explore whether peer-learning – a learning strategy in which peers work collaboratively to learn with and from one another (Carey et al, 2018) – can promote nursing students health during their clinical practice. Clinical practice can be regarded as nursing students work setting, where the accompanying health-promoting and -impeding aspects are important to elucidate. Pitkanen et al (2018) described how the clinical learning environment and support from the preceptor impact nursing students’ experiences of their clinical practice. Forber et al (2016) and Jessee (2016) found that development of supportive relationships between students, staff and preceptors and students’ learning in clinical settings were dependent on the situations the students encountered during their placement as well as on the learning and supervision models used. Some of the above-described health-promoting aspects are clearly related to decreased levels of stress, better mental health outcomes and reduced burnout (Laschinger et al, 2019; Laschinger and Grau, 2012)
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