Document Type : Original Article
Authors
1 Department of Nursing, School of Nursing and Midwifery
2 2 Department of Environmental Health, School of Health, Bushehr University of Medical Sciences, Bushehr, Iran
Abstract
Background: Peer learning is an educational process wherein someone of the same age or
level of experience level interacts with other students interested in the same topic. There is
limited evidence specifically focusing on the practical use of peer learning in Iran. The aim of
this study was to explore nursing students’ experiences of peer learning in clinical practice.
Materials and Methods: A qualitative content analysis was conducted. Focus groups were
used to find the students’ experiences about peer learning. Twenty‑eight baccalaureate nursing
students at Bushehr University of Medical Sciences were selected purposively, and were arranged
in four groups of seven students each. The focus group interviews were conducted using a
semi‑structured interview schedule. All interviews were tape‑recorded, transcribed verbatim,
and analyzed using conventional content analysis method. Results: The analysis identified
four themes: Paradoxical dualism, peer exploitation, first learning efficacy, and socialization
practice. Gained advantages and perceived disadvantages created paradoxical dualism, and
peer exploitation resulted from peer selection and peer training. Conclusion: Nursing students
reported general satisfaction concerning peer learning due to much more in‑depth learning
with little stress than conventional learning methods. Peer learning is a useful method for
nursing students for practicing educational leadership and learning the clinical skills before
they get a job.
Keywords
Perceptions of a peer learning approach to pediatric clinical
education. Int J Nurs Educ Scholarsh 2010;7:1548‑923X.
2. Christiansen A, Bell A. Peer learning partnerships: Exploring
the experience of pre-registration nursing students. J Clin Nurs
2010;19:803‑10.
3. Häggman‑Laitila A, Elina E, Riitta M, Kirsi S, Leena R. Nursing
students in clinical practice‑Developing a model for clinical
supervision. Nurse Educ Pract 2007;7:381‑91.
4. O’Driscoll, MF, Allan HT, Smith PA. Still looking for leadership–Who
is responsible for student nurses’ learning in practice? Nurse Educ
Today 2010;30:212‑7.
5. Roberts D. Friendship fosters learning: The importance of
friendships in clinical practice. Nurse Educ Pract 2009;9:367‑71.
6. Van den Boom G, Paas F, Van Merriënboer JJ. Effects of elicited
reflections combined with tutor or peer feedback on self‑regulated
learning and learning outcomes. Learn Instr 2007;17:532‑48.
7. McKenna L, French J. A step ahead: Teaching undergraduate
students to be peer teachers. Nurse Educ Pract 2011;11:141‑5
8. Evans DJ, Cuffe T. Near‑peer teaching in anatomy: An approach
for deeper learning. Anat Sci Educ 2009;2:227‑33.
9. Green J. Peer education. Promot Educ 2001;8:65‑8.
10. Boud D, Lee A. ‘Peer learning’as pedagogic discourse for research
education. Stud Higher Educ 2005;30:501‑16.
11. Kamali F, Shakour M, Yousefy A. Peer assessment in evaluation of
medical sciences students. Iran J Med Educ 2012;11:1443‑52.12. Botma Y, Hurter S, Kotze R. Responsibilities of nursing schools with
regard to peer mentoring. Nurse Educ Today 2013;33:808‑13.
13. McLelland G, McKenna L, French J. Crossing professional barriers
with peer‑assisted learning: Undergraduate midwifery students
teaching undergraduate paramedic students. Nurse Educ Today
2013;33:724‑8.
14. Eisenkopf G. Peer effects, motivation, and learning. Econ Educ Rev
2010;29:364‑74.
15. Jones A. Friends in higher places: We need to know more about
the benefits or otherwise from peer mentoring in nursing curricula.
Nurse Educ Today 2008;28:261‑3.
16. Brannagan KB, Dellinger A, Thomas J, Mitchel D, Lewis‑Trabeaux S,
Dupre S. Impact of peer teaching on nursing students: Perception
of learning environment, self‑efficacy and knowledge. Nurse Educ
Today 2013;33:1440‑7.
17. Dehghani MR, Amini M, Kojuri J, Nabeiei P. Evaluation of the efficacy
of peer‑learning method in nutrition students of Shiraz University
of Medical Sciences. J Adv Med Educ Prof 2014;2:71‑6.
18. HemateZ, GhazaviZ, HasanporM, IranporR, AlidostiM. An examination
of the effect of health promotion plan in high school students’ on
knowledge and performance on peers suffering from asthma in high
schools of district 3 in Esfahan, 2010. J Educ Health Promot 2012;1:33.
19. Ravanipour M, Kamali F, Bahreini M, Vahedparast H. Facilitators
and Barriers in application of peer learning in clinical education
according to nursing students. Iran J Med Educ 2012;11:569‑79.
20. Dehghani A, Kermanshahi SM, Memarian R, Baharlou R. The effect
of peer group education of anxiety of patiens with multiple sclerosis.
Iran J Med Educ 2012;12:249‑57.
21. McGregor J, Meng S, Kapralos B, Carnahan H, Dubrowski A. Internet
mediated, peer‑to‑peer feedback for learning of patient transfer
skills: Prototype development and testing. Procedia Soc Behav Sci
2010;2:1670‑4.
22. Loke AJ, Chow FL. Learning partnership‑the experience of peer
tutoring among nursing students: A qualitative study. Int J Nurs
Stud 2007;44:237‑44.
23. Elo S, Kyngas H. The qualitative content analysis process. J Adv
Nurs 2008;62:107‑15.
24. Holloway I, Wheeler S. Qualitative research in nursing. 2nd ed.
United Kingdom: Wiley‑Blackwell; 2003.p. 110‑7.
25. Basset C. Qualitative research in health. London, England and
Philadelphia, USA: Whurr Publisher; 2004. p. 6‑22.
26. Graneheim UH, Lundman B. Qualitative content analysis in
nursing research: Concepts, procedures and measures to achieve
trustworthiness. Nurse Educ Today 2004;24:105-12.
27. Quinn FM. The principles and practice of Nurse Education. 4th ed.
United Kingdom: Nelson Thornes; 2001. p. 223,353,384,417‑21.
28. Hilton P, Barrett D. An investigation into students’ performance of
invasive and non‑invasive procedures on each other in classroom
settings. Nurse Educ Pract 2009;9:45‑52.
29. Goldsmith M, Stewart L, Ferguson L. Peer learning partnership: An
innovative strategy to enhance skill acquisition in nursing students.
Nurse Educ Today 2006;26:123‑30.
30. Secomb J. A systematic review of peer teaching and learning in
clinical education. J Clin Nurs 2007;17:703‑16.
31. Duchscher JE. Peer learning: A clinical teaching strategy to promote
active learning. Nurse Educ 2001;26:59‑60.
32. Duers LE, Brown N. An exploration of student nurses’ experiences
of formative assessment. Nurse Educ Today 2009;29:654‑9.
33. Manning A, Cronin P, Monaghan A, Rawlings‑Anderson K.
Supporting students in practice: An exploration of reflective groups
as a means of support. Nurse Educ Pract 2009;9:176‑83.
34. Wilson BL, Anderson J, Peluso C, Priest J, Speer T. Student
satisfaction and team development outcomes with preassigned
learning communities. J Prof Nurs 2009;25:15‑22.
)