Reimagining peer-led support in doctoral nursing and midwifery education: A collaborative autoethnographic case study

Area of Science:

• Nursing Education
• Midwifery Research
• Doctoral Studies

Background:

• Higher Degree by Research (HDR) study is often isolating with fragmented support.
• Limited structured peer learning opportunities exist in HDR programs.
• Student-led approaches to foster scholarly communities are underexplored.

Purpose of the Study:

• To explore how peer-led initiatives can enhance connection, belonging, and sustainability in HDR nursing and midwifery programs.
• To identify effective strategies for fostering inclusive scholarly communities.
• To investigate the role of student-led approaches in postgraduate research education.

Main Methods:

• Collaborative autoethnographic case study.
• Reflection on peer-led initiatives (monthly meetings, mentoring, digital networks, symposium) by HDR student representatives and academic staff.
• Joint analysis of reflexive narratives to identify insights and challenges.

Main Results:

• Intentional structure and planning are crucial for sustaining peer support and continuity.
• Hybrid and informal spaces promote inclusive engagement across diverse settings.
• Student-staff co-leadership effectively drives educational and cultural change in HDR communities.

Conclusions:

• Peer-led initiatives complement institutional support in HDR nursing and midwifery education.
• These initiatives embed peer learning, relational care, and community building.
• The study offers practical strategies for fostering belonging, collegiality, and sustainability in postgraduate research.