A peer learning intervention in workplace introduction - managers' and new graduates' perspectives

Area of Science:

• Nursing Education
• Workplace Integration
• Interprofessional Learning

Background:

• Complex interventions face challenges in acceptability, compliance, delivery, recruitment, and retention.
• Peer learning benefits are documented for nursing students but not for newly graduated nurses.
• This study addresses the gap in understanding peer learning for newly graduated nurses during workplace introduction.

Purpose of the Study:

• To investigate first-line managers' perspectives on a peer learning intervention study and their challenges.
• To assess new graduates' fidelity to the peer learning intervention.
• To examine the effect of a peer learning intervention on the workplace introduction of newly graduated nurses.

Main Methods:

• A mixed-methods approach was employed, including semi-structured interviews with managers and questionnaires for new graduates.
• The study involved 35 new graduates (21 in the intervention group) and 8 managers between June 2015 and January 2018.
• The peer learning intervention involved pairs of new graduates working together for 3 weeks and participating in 3 months of peer reflection.

Main Results:

• Managers generally reported positive experiences with the peer learning intervention during workplace introduction.
• Intervention fidelity among new graduates was found to be generally good.
• Recruitment challenges led to a small sample size, making it difficult to draw definitive conclusions about the intervention's effects, thus classifying the study as a pilot.

Conclusions:

• Positive manager experiences and good intervention fidelity were observed in this peer learning initiative.
• The study provided valuable lessons learned regarding the experimental design for future research.
• Further investigation is needed to confirm the effects of peer learning on newly graduated nurses' workplace integration.