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The hidden curriculum in near-peer learning: An exploratory qualitative study
Lisa McKenna1, Brett Williams2
1School of Nursing and Midwifery, Monash University, Clayton, Victoria 3800, Australia.
Nurse Education Today
|December 27, 2016
Summary
Near-peer learning in health professions education offers benefits beyond skills, fostering student identity and preparedness for clinical placements and difficult situations. This approach uniquely supports junior students
Area of Science:
- Health Professions Education
- Medical Education
- Nursing Education
- Paramedic Education
Background:
- Near-peer learning, where students from different course levels interact, is increasingly utilized in health professional education.
- At the authors' institution, nursing and paramedic students participate in clinical skills labs, with senior students teaching junior students.
- Initial observations suggested that learning extended beyond the intended skills acquisition.
Purpose of the Study:
- To investigate the experiences of both near-peer learners and teachers.
- To explore students' engagement and learning that occurred outside the explicitly taught skills.
Main Methods:
- Focus group interviews were conducted with near-peer learners and teachers from nursing and paramedic programs.
- Twenty-six students participated in four audio-recorded focus groups following teaching and learning sessions.
- Thematic analysis was employed to analyze the collected data.
Main Results:
- Thematic analysis revealed a range of unintended learning experiences, indicative of a hidden curriculum.
- Four primary themes emerged concerning junior students: peer identification, course expectations, clinical placement preparation, and managing challenging situations.
- These findings highlight learning that transcends the formal curriculum.
Conclusions:
- While near-peer learning is known for positive outcomes, especially for teachers, this study emphasizes unique benefits for junior students.
- Further research is needed to fully understand this phenomenon and optimize these learning opportunities.
- Investigating social and cognitive congruence within near-peer learning is recommended.
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