What about the supervisor? Clinical supervisors' role in student nurses' peer learning: A phenomenographic study.


Journal

Medical education
ISSN: 1365-2923
Titre abrégé: Med Educ
Pays: England
ID NLM: 7605655

Informations de publication

Date de publication:
06 2021
Historique:
revised: 09 12 2020
received: 12 08 2020
accepted: 11 12 2020
pubmed: 17 12 2020
medline: 24 6 2021
entrez: 16 12 2020
Statut: ppublish

Résumé

Peer learning is increasingly used for healthcare students in the clinical setting. However, as peer learning between students involves students taking a teaching role, it is unclear what the supervisor's role then becomes. It is vital to determine the role of the supervisor in student peer learning to ensure high quality learning and patient safety. Semi-structured interviews were performed with 15 student nurse supervisors (nurses and assistant nurses) from two hospital wards that practice peer learning to investigate the different ways clinical supervisors view their role in students' peer learning. Transcribed data were coded and analysed using a phenomenographic approach. Four hierarchical levels of the supervisor's understanding of their role in students' peer learning were identified: the teacher; the facilitator; the stimulator; and the team player. These categories represent an increasingly inclusive view of which people present on the ward play a role in enabling effective peer learning. The various understandings of supervisor roles have implications for how supervision of peer learning could be implemented in the future.

Identifiants

pubmed: 33325543
doi: 10.1111/medu.14436
pmc: PMC8246972
doi:

Types de publication

Journal Article Research Support, Non-U.S. Gov't

Langues

eng

Sous-ensembles de citation

IM

Pagination

713-723

Subventions

Organisme : Stockholm County Council (ALF project)
ID : 20190800

Commentaires et corrections

Type : CommentIn

Informations de copyright

© 2020 The Authors. Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

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Auteurs

Anna Dyar (A)

Department of Clinical Sciences Danderyd Hospital, Karolinska Institutet, Stockholm, Sweden.

Terese Stenfors (T)

Department of Learning, Informatics and Ethics, Karolinska Institutet, Stockholm, Sweden.

Hanna Lachmann (H)

Department of Learning, Informatics and Ethics, Karolinska Institutet, Stockholm, Sweden.
The Swedish Red Cross University College, Stockholm, Sweden.

Anna Kiessling (A)

Department of Clinical Sciences Danderyd Hospital, Karolinska Institutet, Stockholm, Sweden.

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