Student midwives' perception of peer learning during their clinical practice in an obstetric unit: A qualitative study.

BACKGROUND

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.

OBJECTIVES

To explore how student midwives experienced peer learning during clinical placement in an obstetric unit.

DESIGN

Qualitative approach.

SETTINGS

Three hospitals and obstetric units in Stockholm, Sweden.

PARTICIPANTS

Fifteen student midwives in a peer-learning model during clinical placement.

METHODS

Individual interviews followed by deductive content analysis using Boud's (2001) theoretical descriptions of peer learning.

RESULTS

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.

CONCLUSIONS

Peer learning had positive consequences as an educational model in the clinical context in obstetric units.