. Maryam Ravanipour; . Masoud Bahreini; . Masoumeh Ravanipour
Volume 5, Issue 3 , May 2015, , Pages 1-7
Abstract
Background: Peer learning is an educational process wherein someone of the same age orlevel of experience level interacts with other students interested in the same topic. There islimited ...
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Background: Peer learning is an educational process wherein someone of the same age orlevel of experience level interacts with other students interested in the same topic. There islimited evidence specifically focusing on the practical use of peer learning in Iran. The aim ofthis study was to explore nursing students’ experiences of peer learning in clinical practice.Materials and Methods: A qualitative content analysis was conducted. Focus groups wereused to find the students’ experiences about peer learning. Twenty‑eight baccalaureate nursingstudents at Bushehr University of Medical Sciences were selected purposively, and were arrangedin four groups of seven students each. The focus group interviews were conducted using asemi‑structured interview schedule. All interviews were tape‑recorded, transcribed verbatim,and analyzed using conventional content analysis method. Results: The analysis identifiedfour themes: Paradoxical dualism, peer exploitation, first learning efficacy, and socializationpractice. Gained advantages and perceived disadvantages created paradoxical dualism, andpeer exploitation resulted from peer selection and peer training. Conclusion: Nursing studentsreported general satisfaction concerning peer learning due to much more in‑depth learningwith little stress than conventional learning methods. Peer learning is a useful method fornursing students for practicing educational leadership and learning the clinical skills beforethey get a job.