Nursing students’ experiences of peer learning in a dedicated educational unit in municipal home healthcare: A phenomenological study

Abstract

The shift from hospital-based nursing care to municipal home healthcare has led to the provision of more diverse, complex and advanced nursing care in this context. This poses challenges for undergraduate nursing students’ clinical education. The aim of this study was to describe nursing students’ experiences of learning nursing care through peer learning in a dedicated educational unit in municipal home healthcare. Data were collected through interviews with seven nursing students. The analysis was based on a reflective lifeworld research approach. The study followed the COREQ checklist. Strong cooperation and feelings of safety were found to boost learning and encourage the students to challenge themselves. Alternating between an observational and an active role during independent home visits was beneficial for intertwining caring and learning. Further, being trusted to work independently increased their ethical orientation, knowledge, self-esteem and self-confidence.

Peer Teaching Strategy and Its Effect on Self- Efficacy, Collaborative Behavior, and Performance of Nursing Students at Nursing College, King Khalid University

“…Students are actively engaged in the cognitive process during these talks because they must explain their replies to their classmates with supporting rationales. With the consistency of the study finding the previous research that stated that peer teaching fosters student's deep understanding and knowledge, such as the study of [31], which showed a significant improvement in selecting the correct answer of student's knowledge after peer teaching, and the previous studies of [32][33][34], which show that the plurality of nursing students who were taught by colleagues education received excellent knowledge scores. The finding of existing study showed that slightly more than half of nursing students who were taught the selected clinical skills through peer teaching have an excellent plus grade of practice, whereas half of nursing students who were taught the other clinical skills through traditional lecture have a very good grade.…”