Using meta-ethnography to develop a conceptual model of peer-assisted learning of nursing students in clinical practice.
clinical practice
nurse education
peer‐assisted learning
undergraduate nursing
Journal
Nursing open
ISSN: 2054-1058
Titre abrégé: Nurs Open
Pays: United States
ID NLM: 101675107
Informations de publication
Date de publication:
Apr 2019
Apr 2019
Historique:
received:
06
07
2018
revised:
24
10
2018
accepted:
12
11
2018
entrez:
29
3
2019
pubmed:
29
3
2019
medline:
29
3
2019
Statut:
epublish
Résumé
The study presents the findings of a meta-ethnographic study, developing a conceptual model for peer-assisted learning for undergraduate nurses in clinical practice. Qualitative meta-ethnography. Meta-ethnography was used to synthesize the findings of two ethnographic studies and a qualitative review related to the influence of peer-assisted learning on student nurses in clinical practice. Four key themes were identified underpinned by six sub-themes: (a) "Social" whereby "connecting with peers" is an important part in peer-assisted learning. (b) "Enabling" peers through "collaborative support for advice and guidance" and "reducing anxiety/increasing confidence." (c) "Organizational" aspects in peer-assisted learning in "establishing structure and navigating practice" and "establishing the role of the PAL." (d) "Learning" as a product of developing knowledge and skills through "sharing of practice experience" and "enhancing knowledge of care." The conceptual model presents a structure outlining elements required for developing effective knowledge and skills through peer-assisted learning.
Identifiants
pubmed: 30918698
doi: 10.1002/nop2.229
pii: NOP2229
pmc: PMC6419144
doi:
Types de publication
Journal Article
Langues
eng
Pagination
473-481Déclaration de conflit d'intérêts
The corresponding author and co‐authors confirm that there are no conflicts of interest.
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