The Value of Peer Learning in Undergraduate Nursing Education: A Systematic Review

Robyn Stone,Robyn Cant,Simon Cooper

doi:10.1155/2013/930901

Abstract

The study examined various methods of peer learning and their effectiveness in undergraduate nursing education. Using a specifically developed search strategy, healthcare databases were systematically searched for peer-reviewed articles, with studies involving peer learning and students in undergraduate general nursing courses (in both clinical and theoretical settings) being included. The studies were published in English between 2001 and 2010. Both study selection and quality analysis were undertaken independently by two researchers using published guidelines and data was thematically analyzed to answer the research questions. Eighteen studies comprising various research methods were included. The variety of terms used for peer learning and variations between study designs and assessment measures affected the reliability of the study. The outcome measures showing improvement in either an objective effect or subjective assessment were considered a positive result with sixteen studies demonstrating positive aspects to peer learning including increased confidence, competence, and a decrease in anxiety. We conclude that peer learning is a rapidly developing aspect of nursing education which has been shown to develop students' skills in communication, critical thinking, and self-confidence. Peer learning was shown to be as effective as the conventional classroom lecture method in teaching undergraduate nursing students.

Highlights

Nursing education studies have often focused on traditional teaching methods such as classroom lecture learning, a behaviourism-based teaching method based on passive learning [1]
The current study aimed to address the following research questions: (i) do undergraduate nursing students benefit from peer learning? and (ii) what approaches to peer learning are the most effective?
Peer learning: learning from others who possess a similar level of knowledge, is becoming a part of nursing education

Summary

Introduction

Nursing education studies have often focused on traditional teaching methods such as classroom lecture learning, a behaviourism-based teaching method based on passive learning [1]. More effective student-centric learning methods are being utilized to encourage active student participation and creative thinking [2,3,4] One of these methods is peer learning, in which peers learn from one another, involving active student participation and where the student takes responsibility for their learning. One type of peer learning is problem-based learning (PBL) which is characterized by students learning from each other and from independently sourced information [10]. It is student centered, utilizing group work with the analysis of case studies as a means of learning. High student numbers increase pressures [12] whilst varied and innovative teaching methods are beneficial [13] with peer learning offering a strategy that may be advantageous

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Conclusion