A peer learning intervention targeting newly graduated nurses: A feasibility study with a descriptive design based on the Medical Research Council framework

Pålsson, Ylva; Engström, Maria; Swenne, Christine Leo; Mårtensson, Gunilla

doi:10.1111/jan.13513

Cited by 10 publications

(15 citation statements)

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“…Educational interventions focusing on self‐directed and self‐regulated learning (Saks & Leijen, ) might support students’ ability to self‐assess and self‐reflect, thereby improving their learning conditions. For example, the pedagogical model peer learning, which is characterized by a two‐way, reciprocal learning activity supporting abilities like self‐assessment and peer assessment as well as communication and articulation of own knowledge, understanding, and skills (Boud, Cohen, & Sampson, ; Pålsson, Engström, Leo Swenne, & Mårtensson, ). In relation to the clinical education of undergraduate nursing and other health science students, peer learning has demonstrated improved nursing self‐efficacy (Pålsson, Mårtensson, Swenne, Adel, & Engström, ) and self‐evaluation (Secomb, ), for example.…”

Section: Discussionmentioning

confidence: 99%

Clusters of competence: Relationship between self‐reported professional competence and achievement on a national examination among graduating nursing students

Forsman

Jansson

Leksell

et al. 2019

Journal of Advanced Nursing

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Aims:To identify clusters based on graduating nursing students' self-reported professional competence and their achievement on a national examination. Furthermore, to describe and compare the identified clusters regarding sample characteristics, students' perceptions of overall quality of the nursing programme, and students' general self-efficacy (GSE). Design:A cross-sectional study combining survey data and results from a national examination.Methods: Data were collected at two universities and one university college in Sweden in January 2017, including 179 students in the final term of the nursing programme. The study was based on the Nurse Professional Competence Scale, the GSE scale, and results from the National Clinical Final Examination. A two-step cluster analysis was used to identify competence profiles, followed by comparative analyses between clusters.Results: Three clusters were identified illustrating students' different competence profiles. Students in Clusters 1 and 2 passed the examination, but differed in their This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: Discussionmentioning

confidence: 99%

Clusters of competence: Relationship between self‐reported professional competence and achievement on a national examination among graduating nursing students

Forsman

Jansson

Leksell

et al. 2019

Journal of Advanced Nursing

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“…The controversy surrounding self-learning and peer-to-peer learning (based on the transmission of knowledge among equals) has been a subject of debate [14]. Despite being an important complement to teaching time, some believe that self-learning by itself cannot replace guided learning [15]. MAES© was designed with the aim that students learn in a collaborative way, which should have a subjective impact on communication skills and possibly increase teamwork skills [11].…”

Section: Introductionmentioning

confidence: 99%

Perceptions about the Self-Learning Methodology in Simulated Environments in Nursing Students: A Mixed Study

Agea

Ramos-Morcillo

Setién

et al. 2019

IJERPH

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The self-learning methodology in simulated environments (MAES©) is an active method of education. The aim of this study was to analyze the perceptions and opinions of undergraduate and graduate nursing students about the self-learning methodology in simulated environments. A mixed, cross-sectional, descriptive study based on a survey tool made ad hoc (quantitative approach) and an open questionnaire (qualitative approach) was carried out. A sample of 149 undergraduate and 25 postgraduate nursing students were tested. The score was high for all the variables of the questionnaire analyzed: for perception of simulation performance, M = 73.5 (SD = 14.5), for motivation, M = 23.9 (SD = 5.9), for the opinion about facilitators, M = 25.9 (SD = 4.5), and for the promotion of team work, M = 16.9 (SD = 3.4). Five dimensions were identified and evaluated in the qualitative research. The students were pleased with MAES© and had a positive perception, since they considered that MAES© increased their learning.

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“…Studies have reported that new graduates who have the opportunity to meet, socialize and share experiences assist each other in coping with stress [ 2 ]. Furthermore, that having a peer involved sharing and acknowledging each other’s experiences and feelings, asking each other as they say “stupid questions”, and admitting to shortcomings and worries, all of which reduced feelings of stress and anxiety [ 3 ]. The present study is part of a research project designed to investigate new graduates’ pathways into the profession.…”

Section: Introductionmentioning

confidence: 99%

“…It focuses on the use, feasibility and effects of peer learning. The conclusion from our earlier feasibility study was that the peer learning intervention seemed to be feasible in the study context [ 3 ]. The present study is an extension and aims to look at the process and effect of using a peer learning intervention in workplace introduction for new graduates.…”

Section: Introductionmentioning

confidence: 99%

A peer learning intervention in workplace introduction - managers’ and new graduates’ perspectives

et al. 2022

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Background Evaluation 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. Methods A 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. Results Managers 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. Conclusions The present study found positive experiences of, from managers, and fidelity to the peer learning intervention; regarding the experimental design, there were lessons learned. Trial registration Before starting data collection, a trial registration was registered at (Trial ID ISRCTN14737280).

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A peer learning intervention targeting newly graduated nurses: A feasibility study with a descriptive design based on the Medical Research Council framework

Abstract: This peer learning intervention seems to be feasible in this context. This study will serve as the basis for a future full-scale evaluation study.

Cited by 10 publications

References 36 publications

Clusters of competence: Relationship between self‐reported professional competence and achievement on a national examination among graduating nursing students

Clusters of competence: Relationship between self‐reported professional competence and achievement on a national examination among graduating nursing students

Perceptions about the Self-Learning Methodology in Simulated Environments in Nursing Students: A Mixed Study

A peer learning intervention in workplace introduction - managers’ and new graduates’ perspectives

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