Perceptions of a Peer Learning Approach to Pediatric Clinical Education

Abstract

With changing trends in the acute pediatric setting, there is concern that nursing students are not provided with sufficient opportunities to develop required clinical competencies. Peer learning can assist students in achieving learning objectives through efficient and effective use of limited resources. In this study the perceptions of students and clinical instructors in their use of peer learning are described. A qualitative descriptive design with semi-structured interviews was used. A convenience sample included nursing students (n=10) and clinical instructors (n=2). Participants had overall positive experiences with formalized peer learning. The novelty of a learning approach, support, communication and the facilitation of learning were the common emerging main themes; with several subthemes also identified. The results highlighted how the learning process was influenced by the students' status as novice nurses and how peer learning provided much needed emotional and physical support. Implications for clinical education are discussed.

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

“…As such CIs are advised to evaluate whether the required learning competencies are achieved particularly in groups of students with varying clinical strengths and learning needs. [51] Findings from this study were similar to a study by Brown, Herd, Gwynneth, and Moya [52] that strongly emphasized the need for support during the first year and, in particular, during the first placement. Houghton et al [50] concur that novice students, particularly those in initial days and years of clinical placements need more direct supervision and support while senior students can work independently and only need some environmental supervision.…”

Learner : preceptor ratios for practice-based learning across health disciplines: a systematic review

“…Junior learners felt more comfortable and less intimidated when paired with senior learners or residents compared with being paired 1 : 1 with experienced professionals . Other cited benefits of the tiered ratio were diverse learning experiences and shared knowledge between learners at different levels …”

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

“…Studies of nursing students have reported increased opportunity for discussion and reflection, improved problem‐solving ability (Hellström‐Hyson, Mårtensson, & Kristofferzon, ; Holst & Hörberg, ; Stenberg & Carlson, ) and self‐efficacy (Hellström‐Hyson et al., ; Pålsson, Mårtensson, Swenne, Ädel, & Engström, ; Ruth‐Sahd, ). Furthermore, having a peer to work with has been shown to promote feelings of safety and of not being alone, which decreased anxiety (Chojecki et al., ; Stenberg & Carlson, ). Students reported receiving support by working in pairs; they could test their knowledge and return to the security of the pair to enrich their knowledge and then try their wings once again (Holst & Hörberg, ).…”