An exploration of peer-assisted learning in undergraduate nursing students in paediatric clinical settings: An ethnographic study

Abstract

Peer-assisted learning in undergraduate children's nursing students stimulates students in becoming engaged in their learning experiences in clinical practice and enhance collaborative support within the working environment. The benefits of peer-assisted learning in current clinical practice settings can be challenging. Therefore, education and practice need to be aware of the benefits and their contribution towards future strategies and models of learning.

Improving the digital literacy competence of nursing and midwifery students: A qualitative study of the experiences of NICE student champions

“…Nurse education literature about peer-teaching often focuses on clinical settings (Carey et al., 2018) or peer-learning in simulation suites (Ramm et al., 2015), with little mention of student preparedness for the peer-teacher role. Participants in our study highlighted some difficulties in engaging their less enthusiastic peers, and students who felt they had familiarity with the NICE search engine already.…”

Using meta‐ethnography to develop a conceptual model of peer‐assisted learning of nursing students in clinical practice

“…A synthesis of the best available evidence was undertaken using meta‐ethnography to formalize a conceptual model for PAL. The meta‐ethnography used the findings of two observational studies, of which one was published (Carey, Chick, et al, ) and the findings of a systematic review of qualitative studies. The review used a detailed search strategy to identify and potentially include international literature; however, this found a lack of papers related to PAL in clinical practice (Carey, Kent, et al, ).…”

“…The derivative of this is based on the same principle but applied across multiple studies (Barnet‐Page & Thomas, ). However, the basis of the synthesis for this project accounted for a smaller collection of chosen studies and a systematic review that had already gone through a comprehensive synthesis process using framework analysis (Carey, Chick, et al, ). This created a working framework, but also presented themes along with those as expressed in the systematic review, which were analysed using a qualitative data synthesis tool (Carey, Kent, et al, ).…”

“…Peer-assisted learning (PAL) is an initiative whereby students acquire knowledge and skills through the support provided by matched or status equals (Topping, 2005). The exploration of PAL amongst nursing students in clinical settings by Carey, Chick, Kent, and Latour (2018) determined the consideration of matched equals to include student nurses across all years in a programme of study. Evidence of the use of PAL in nursing has been captured in both theoretical and simulated environments (Dumas, Hollerbach, Stuart, & Duffy, 2015;Williams & Reddy, 2016).…”

“…However, the exploration of PAL in clinical practice settings is limited (Carey, Kent, & Latour, 2016). Furthermore, the advancement of PAL in nurse education has been hindered by its lack of definition and consistency of structure (Carey, Chick, et al, 2018;Secomb, 2008).…”