Stenberg Marie, Carlson Elisabeth
Department of Care Science; Faculty of Health and Society, Malmö University, Jan Waldenströms gata 25, SE 214 28 Malmö, Sweden.
BMC Nurs. 2015 Oct 2;14:48. doi: 10.1186/s12912-015-0098-2. eCollection 2015.
Peer learning, a collaborative learning model has no tradition in clinical education for undergraduate student nurses in Sweden, and little is reported of the student experience. An increasing number of students have led to a pressing need for preceptors and clinical placements thus, highlighting the need for a supportive educational model. The objectives for the current study were to explore how student nurses' evaluated peer learning as an educational model during clinical practice in a hospital setting, and to compare perceptions among student nurses from year one and three.
A questionnaire developed for the purpose of this study was developed and responded to by 62 (year one) and 73 (year three) student nurses. Data were collected between 2011 and 2013. The questionnaire contained six open- ended and eight closed questions on a four point Likert-scale. Written responses were analysed by content analysis and the closed questions by using descriptive statistics. Mann-Whitney U-test was used to examine differences in relation to students from year one and three.
The peer learning experience was evaluated in a positive way. Statistical significance differences were shown for two out of eight closed questions. The peer learning activities were evaluated as supportive and relevant for learning. Three categories emerged from the content analysis: "a feeling of safety", "a sense of competition" and "the learning experience".
A feeling of safety seems to be connected to students' perception of increased learning and independence. However, the sense of negative competition needs to be addressed when students are prepared for the teaching and learning activities in the peer learning model. Finally, what needs to be further investigated is what challenges and opportunities the peer learning model presents to preceptors.
同伴学习作为一种协作学习模式，在瑞典本科护生的临床教育中并无传统，且关于学生体验的报道甚少。学生数量的不断增加导致对带教老师和临床实习岗位的迫切需求，因此凸显了支持性教育模式的必要性。本研究的目的是探讨本科护生在医院临床实习期间如何评价同伴学习作为一种教育模式，并比较一年级和三年级护生的看法。
为本研究专门设计了一份问卷，62名一年级和73名三年级护生进行了回答。数据收集于2011年至2013年期间。问卷包含六个开放式问题和八个采用四点李克特量表的封闭式问题。书面回答采用内容分析法进行分析，封闭式问题采用描述性统计分析。使用曼-惠特尼U检验来检验一年级和三年级学生之间的差异。
同伴学习体验得到了积极评价。八个封闭式问题中有两个显示出统计学显著差异。同伴学习活动被评价为对学习有支持作用且相关。内容分析得出了三个类别：“安全感”、“竞争感”和“学习体验”。
安全感似乎与学生对学习和独立性增强的感知有关。然而，在为同伴学习模式中的教学活动做准备时，需要解决负面竞争感的问题。最后，需要进一步研究的是同伴学习模式给带教老师带来了哪些挑战和机遇。
