Background: There is a need for students to integrate theory with practice and there is an ongoing search for the best learning and teaching models in Primary Health Care settings. The aim of this study was to explore preceptors' and nursing students’ experiences of using peer learning during clinical practice in Primary Health Care. Methods: A qualitative research approach was used based on semi-structured interviews with 7 preceptors and 8 nursing students performed in May 2017. The interviews were transcribed and analyzed by using content analysis based on an inductive reasoning.

Results: Preceptors and students perceived peer learning as a pedagogical model beneficial for learning in primary care settings and described the model as stimulating, challenging and developing. All informants were positive of the peer learning experience and students described that they were seen as individuals and not treated as a couple even if they worked in peers. The physical environment was demanding due to telephone counseling, limited opportunities for using computers and small rooms.

Conclusion: This study shows that despite the complex learning environment peer learning as a pedagogical model seems to work well in Primary health care setting. However, there is much to improve to facilitate the student's learning process. The students should be given priority and that the assignment with preceptorship should be highlighted

Keywords: Learning environment, Peer learning, Physical environment, Primary Health Care, Structured learning activities.