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This chapter reports from an experimental study carried out at University College Copenhagen. In the experiment, fifth-semester nursing students were subjected to an intensified simulation intervention, combined with supporting elements designed to increase collaborative and peer learning. One supporting element was a series of peer-to-peer sessions in which students in small groups trained technical nursing skills for mastery learning, e.g., duodenal tube placement. We describe the study and analyze how the students perceive strengths and weaknesses of the peer-to-peer format and how these perceptions seem to be linked to the students’ perceptions of learning and authority. We discuss how the method may be a positive addition to simulation training in nursing education and particularly how the role of the teacher should be conceived.

opportunities and planned supervision. It may be difficult for junior doctors to navigate the planning process, as hierarchy and power structures in Danish hospital departments can be vague and opaque. The current educational counsellor system is believed to be flawed compared with classic staff management structures.Job satisfaction, well-being, and flexibility of junior doctors in training is enhanced if roster planning is carried out with an eye for their well-being, working conditions and continuous training. This entails transparent leadership and management and carrying out roster planning with involvement, trust, and cooperation. REFERENCES 1. Surman G, Lambert TW, Goldacre M. Doctors' enjoyment of their work and satisfaction with time available for leisure: UK time trend questionnaire-based study.