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dc.contributor.authorCarey, M.
dc.contributor.authorKent, B.
dc.contributor.authorLatour, Jos
dc.date.accessioned2018-08-08T04:43:50Z
dc.date.available2018-08-08T04:43:50Z
dc.date.created2018-08-08T03:50:51Z
dc.date.issued2016
dc.identifier.citationCarey, M. and Kent, B. and Latour, J. 2016. The role of peer-assisted learning in enhancing the learning of undergraduate nursing students in clinical practice: a qualitative systematic review protocol. JBI Database of Systematic Reviews & Implementation Reports. 14 (7): pp. 117-123.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/70192
dc.identifier.doi10.11124/JBISRIR-2016-002994
dc.description.abstract

Review question/objective: The objective of this qualitative systematic review is to identify and synthesize the best available evidence on experiences of peer teaching and learning among student nurses in the clinical environment. The specific objectives are: To identify nursing students’ experiences of peer-assisted learning (PAL) and teaching within the clinical setting. To identify qualitative data that highlight the strengths and weaknesses of PAL among student nurses in clinical settings. To explore whether PAL enhances the competence of student nurses’ learning in clinical settings.

dc.publisherUniversity of Adelaide * Faculty of Health Sciences
dc.titleThe role of peer-assisted learning in enhancing the learning of undergraduate nursing students in clinical practice: a qualitative systematic review protocol
dc.typeJournal Article
dcterms.source.volume14
dcterms.source.number7
dcterms.source.startPage117
dcterms.source.endPage123
dcterms.source.issn2202-4433
dcterms.source.titleJBI Database of Systematic Reviews & Implementation Reports
curtin.departmentSchool of Nursing, Midwifery and Paramedicine
curtin.accessStatusOpen access


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