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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Preceptors' conceptions of a peer learning model: A phenomenographic study.

Frida Nygren¹, Elisabeth Carlson¹

¹Department of Care Science, Malmö University, SE 205 06, Malmö, Sweden.

Nurse Education Today

|November 20, 2016

Summary

Registered nurses

Area of Science:

Nursing Education
Clinical Preceptorship
Peer Learning Models

Background:

Increased pressure on nurses due to more nursing students and fewer clinical placements.
Peer learning model as a solution: one preceptor for two students simultaneously.

Purpose of the Study:

To describe registered nurses' conceptions of preceptorship within a peer learning model for undergraduate nursing students.

Main Methods:

Qualitative descriptive design with a phenomenographic approach.
Individual semi-structured interviews with 12 registered nurses acting as peer learning preceptors.
Interviews conducted at somatic and psychiatric units in southern Sweden.

Main Results:

Four categories emerged: peer learning fosters development/new perspectives, enables student reflection/independence, causes insufficiency/stress, and necessitates education/support.

Keywords:

Conceptions Nursing Peer learning Phenomenography Preceptorship

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Preceptors gained new perspectives and students became more independent, saving time for some.

Some preceptors experienced insufficiency and stress when supervising two students.

Conclusions:

Peer learning offers preceptors new roles and perspectives, enhancing student independence.
Addressing preceptor stress and insufficiency is crucial for effective peer learning.
Education for both students and preceptors is vital to optimize the peer learning model.