Peer learning in clinical placements in psychiatry for undergraduate nursing students: preceptors and students’ perspective

Abstract

Aim To describe the experiences of peer learning in psychiatric inpatient settings during clinical placement of undergraduate nursing students and to highlight the possibility for peer learning in psychiatric outpatient settings. Design A qualitative inductive design. Method Questionnaires with 14 students and 12 preceptors in inpatient and outpatient care and interviews with one student and one preceptor in outpatient care were analysed with content analysis. Results Students and preceptors perceived learning benefits with peer learning. They described how learning increased through exchange of knowledge and how collaboration created security and independence, structured learning activities were appreciated as a learning tool. Incompatibility of students was an issue that could be overcome. Peer learning was perceived to contribute to a secure learning atmosphere, increased self‐confidence and to provide a deeper understanding of psychiatric nursing. Peer learning was described as promoting discussion and reflection on practice and preparing nursing students for their future profession.

‘Working as a Real Nurse’: Nursing Students’ Experiences of a Clinical Education Ward in Psychiatric Care

“…Daily scheduled reflection meetings between the students and between the students and preceptors, besides continuous opportunities for students to rely on one another, facilitated students taking responsibility for the patient care, and contributed to the students' self-confidence and learning. Similar results were found in studies on peer learning where continuous reflection on practice, due to a safe and supportive learning environment created by the preceptors and peers, seemed to promote students' learning by students being active participants in the care of psychiatric patients (Vuckovic et al, 2019;Vuckovic & Landgren, 2020).…”

Nurse preceptors' experiences of promoting and teaching fundamental care to undergraduate nursing students: A qualitative study

“…Raines (2012) Clinical placement can also affect student confidence in clinical practice and enhance teamwork and organizational skills and readiness to help the student become qualified for the profession (Stenberg et al, 2020). Several studies focusing on nurse preceptorship have been conducted in specialized units or acute care within a hospital context (Macey et al, 2021;Widiawati et al, 2021) or mental care setting (Vuckovic et al, 2019;Vuckovic & Landgren, 2021).…”

“…Clinical placement can also affect student confidence in clinical practice and enhance teamwork and organizational skills and readiness to help the student become qualified for the profession (Stenberg et al, 2020). Several studies focusing on nurse preceptorship have been conducted in specialized units or acute care within a hospital context (Macey et al, 2021; Widiawati et al, 2021) or mental care setting (Vuckovic et al, 2019; Vuckovic & Landgren, 2021). However, with the increased need for educating competent nurses who can meet patients with complex health needs, several studies focusing on preceptorship in the context of primary care have been conducted (Frøiland et al, 2021; Gonella et al, 2019; Ong et al, 2021; Plathe et al, 2021).…”

Scaffolding for learning and establishing a professional identity: A qualitative descriptive study of nursing students’ experiences of learning with a student-centered supervision model based on patient-oriented care during clinical placement

“…9 Collaborative learning cultivates a safe learning environment, improved self-confidence among students, and prepares them for their coming profession. 10 A good learning environment is characterized by a feeling of belonging and the opportunity for support. Students need to be able to discuss and reflect on their practical experiences with their academic teachers as well as their supervisors and fellow students.…”