Abstract
BackgroundEvidence supports peer learning in clinical settings, but it has not been studied in obstetric units. In Sweden, obstetric units are a challenging learning area for student midwives because of the lack of attention to student needs and the stress of attaining the final number of 50 assisted births. ObjectivesTo explore how student midwives experienced peer learning during clinical placement in an obstetric unit. DesignQualitative approach. SettingsThree hospitals and obstetric units in Stockholm, Sweden. ParticipantsFifteen student midwives in a peer-learning model during clinical placement. MethodsIndividual interviews followed by deductive content analysis using Boud's (2001) theoretical descriptions of peer learning. ResultsThe students shared skills, experience, and knowledge as equals and took responsibility for their peers' learning while supporting women in labor and childbirth. Students shared ideas, thoughts, and knowledge and gained perspective while learning as peers on an equal level. Students used each other to work independently without much involvement from the preceptor. Feedback was welcomed as encouragement. ConclusionsPeer learning had positive consequences as an educational model in the clinical context in obstetric units.
Highlights
Swedish midwifery education lasts eighteen months and is based on a three-year nursing program
Swedish obstetric units are a challenging learning area for student midwives. These challenges have been identified as multiple preceptors, lack of attention to student needs, and the stress of attaining the final number of 50 assisted births (Zwedberg et al, 2020)
The focus of this study is peer learning in the context of student midwives in training in obstetric units
Summary
Swedish midwifery education lasts eighteen months and is based on a three-year nursing program (bachelor’s degree). Swedish obstetric units are a challenging learning area for student midwives These challenges have been identified as multiple preceptors, lack of attention to student needs, and the stress of attaining the final number of 50 assisted births (Zwedberg et al, 2020). The heavy workload of the midwives leaves little time to support and reflect with the students (Barimani et al, 2020) To address these challenges, new educational models for clinical practice need to be evaluated. Peer learning is an educational model that emphasizes a studentactivating approach; it puts student learning in focus and gives the preceptor a facilitating role Central to this collaboration is that students practice giving each other feedback on the performance of tasks. The emphasis is on the learning process, including the emotional support that learners offer each other, as much as the learning task itself.” (Boud, 2001, p. 4) Boud’s definition described five peer-learning outcomes: working with others; critical enquiry and reflection; communication and articulation of knowledge, understanding and skills; managing learning and how to learn; and, assessing one’s self and peers (see Table 1, column 2, Inter pretation of peer learning).
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