Peer learning in clinical placements in psychiatry for undergraduate nursing students: preceptors and students’ perspective

Research output: Contribution to journalArticle


Aim: To describe the experiences of peer learning in psychiatric inpatient settings during clinical placement of undergraduate nursing students and to highlight the possibility for peer learning in psychiatric outpatient settings. Design: A qualitative inductive design. Method: Questionnaires with 14 students and 12 preceptors in inpatient and outpatient care and interviews with one student and one preceptor in outpatient care were analysed with content analysis. Results: Students and preceptors perceived learning benefits with peer learning. They described how learning increased through exchange of knowledge and how collaboration created security and independence, structured learning activities were appreciated as a learning tool. Incompatibility of students was an issue that could be overcome. Peer learning was perceived to contribute to a secure learning atmosphere, increased self-confidence and to provide a deeper understanding of psychiatric nursing. Peer learning was described as promoting discussion and reflection on practice and preparing nursing students for their future profession.


External organisations
  • Region Skåne
Research areas and keywords

Subject classification (UKÄ) – MANDATORY

  • Psychiatry
  • Nursing
  • Learning


  • clinical placements, nurse student, peer learning, preceptor, psychiatric nursing, qualitative, questionnaire
Original languageEnglish
Pages (from-to)54-62
Number of pages9
JournalNursing Open
Issue number1
Early online date2020 Aug 18
Publication statusPublished - 2021 Jan
Publication categoryResearch