Zwedberg Sofia, Alnervik Malin, Barimani Mia
Sophiahemmet University, Department for health promotion science, Lindtstedtsvägen 8, 114 86 Stockholm, Sweden; Karolinska University hospital, Solna, Children's & Women's Health Theme; PA Pregnancy Care and Delivery, Karolinska Universitetsjukhuset Solna, Karolinska vägen, 171 76 Solna, Sweden.
Karolinska University hospital, Solna, Children's & Women's Health Theme; PA Pregnancy Care and Delivery, Karolinska Universitetsjukhuset Solna, Karolinska vägen, 171 76 Solna, Sweden.
Nurse Educ Today. 2021 Apr;99:104785. doi: 10.1016/j.nedt.2021.104785. Epub 2021 Jan 22.
Evidence supports peer learning in clinical settings, but it has not been studied in obstetric units. In Sweden, obstetric units are a challenging learning area for student midwives because of the lack of attention to student needs and the stress of attaining the final number of 50 assisted births.
To explore how student midwives experienced peer learning during clinical placement in an obstetric unit.
Qualitative approach.
Three hospitals and obstetric units in Stockholm, Sweden.
Fifteen student midwives in a peer-learning model during clinical placement.
Individual interviews followed by deductive content analysis using Boud's (2001) theoretical descriptions of peer learning.
The students shared skills, experience, and knowledge as equals and took responsibility for their peers' learning while supporting women in labor and childbirth. Students shared ideas, thoughts, and knowledge and gained perspective while learning as peers on an equal level. Students used each other to work independently without much involvement from the preceptor. Feedback was welcomed as encouragement.
Peer learning had positive consequences as an educational model in the clinical context in obstetric units.
有证据支持临床环境中的同伴学习，但尚未在产科病房进行过研究。在瑞典，由于缺乏对学生需求的关注以及要达到50例助产最终数量的压力，产科病房对助产专业学生来说是一个具有挑战性的学习领域。
探讨助产专业学生在产科病房临床实习期间对同伴学习的体验。
定性研究方法。
瑞典斯德哥尔摩的三家医院及产科病房。
15名在临床实习期间采用同伴学习模式的助产专业学生。
进行个人访谈，随后使用布德（2001年）对同伴学习的理论描述进行演绎性内容分析。
学生们平等地分享技能、经验和知识，并在为分娩妇女提供支持的同时，为同伴的学习负责。学生们分享想法、思路和知识，并在平等的同伴学习过程中获得新的视角。学生们相互协作独立开展工作，很少有带教老师的参与。反馈作为一种鼓励受到欢迎。
在产科病房的临床环境中，同伴学习作为一种教育模式产生了积极的效果。
