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Preceptors' experiences of using structured learning activities as part of the peer learning model: A qualitative study
Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).ORCID-id: 0000-0002-0749-5718
Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).ORCID-id: 0000-0002-8884-1490
Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).ORCID-id: 0000-0003-0077-9061
2020 (engelsk)Inngår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 42, artikkel-id 102668Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The clinical environment is a vital component of nurse education, constantly changing due to constraints of the current health care systems such as increasing number of students and a limited number of preceptors. Peer learning, is gaining momentum as an educational model highly suitable for clinical placements. The peer learning model incorporates structured learning activities that support student activity, but little is reported of the actual structure and content of those activities. Thereby, the aim of this study was to explore precepting nurses’ experience of using structured learning activities as part of the peer learning model during clinical placement. We used a qualitative research approach, using two open self-administered global questions. The result is based on the analysis of the written responses from 62 preceptors. Four categories followed the analysis: An opportunity for collaboration, An occasion for reflection, A new educational structure, and Recommendations for development. The preceptors perceived the structured learning activities as beneficial for increased collaboration and reflection among students. Moreover, utilizing the structured learning activities was perceived to be time saving for the preceptors, however this is an area where further research is needed.

sted, utgiver, år, opplag, sider
Elsevier, 2020. Vol. 42, artikkel-id 102668
Emneord [en]
Peer learning, structured learning activities
HSV kategori
Identifikatorer
URN: urn:nbn:se:mau:diva-4424DOI: 10.1016/j.nepr.2019.102668ISI: 000520949300021PubMedID: 31778874Scopus ID: 2-s2.0-85075460530Lokal ID: 30396OAI: oai:DiVA.org:mau-4424DiVA, id: diva2:1401255
Tilgjengelig fra: 2020-02-28 Laget: 2020-02-28 Sist oppdatert: 2024-02-22bibliografisk kontrollert

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Stenberg, MarieBengtsson, MarietteMangrio, ElisabethCarlson, Elisabeth

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