Using meta-ethnography to develop a conceptual model of peer-assisted learning of nursing students in clinical practice
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Aim: The study presents the findings of a meta-ethnographic study, developing a conceptual model for peer-assisted learning for undergraduate nurses in clinical practice. Design: Qualitative meta-ethnography. Methods: Meta-ethnography was used to synthesize the findings of two ethnographic studies and a qualitative review related to the influence of peer-assisted learning on student nurses in clinical practice. Results: Four key themes were identified underpinned by six sub-themes: (a) “Social” whereby “connecting with peers” is an important part in peer-assisted learning. (b) “Enabling” peers through “collaborative support for advice and guidance” and “reducing anxiety/increasing confidence.” (c) “Organizational” aspects in peer-assisted learning in “establishing structure and navigating practice” and “establishing the role of the PAL.” (d) “Learning” as a product of developing knowledge and skills through “sharing of practice experience” and “enhancing knowledge of care.” The conceptual model presents a structure outlining elements required for developing effective knowledge and skills through peer-assisted learning.
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An exploration of peer-assisted learning in undergraduate nursing students in paediatric clinical settings: An ethnographic studyCarey, M.; Chick, A.; Kent, B.; Latour, Jos (2018)Background: Peer-assisted leaning relates to the acquisition of knowledge and skills through shared learning of matched equals. The concept has been explored within the field of nurse education across a range of learning ...
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