Peer learning in clinical placements in psychiatry for undergraduate nursing students: preceptors and students’ perspective
Research output: Contribution to journal › Article
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.
|Research areas and keywords||
Subject classification (UKÄ) – MANDATORY
|Number of pages||9|
|Early online date||2020 Aug 18|
|Publication status||Published - 2021 Jan|