Academic Primary Care Centre, Region Stockholm, Solnavägen 1 E, 113 65, Stockholm, Sweden; Division of Family Medicine and Primary Care, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Sweden.
Sophiahemmet University, Department for health promotion science, Lindtstedtsvägen 8, 114 86, Stockholm, Sweden; Karolinska University hospital, Solna. Theme Women´s Health and health professions, Pregnancy and Birth, Karolinska Universitetsjukhuset Solna, Karolinska vägen, 171 76, Solna, Sweden.
Midwifery. 2022 Aug;111:103355. doi: 10.1016/j.midw.2022.103355. Epub 2022 May 10.
Peer learning in clinical settings is supported in nursing research but has rarely been studied in the context of student midwives at birthing units.
To create a theoretical model of peer learning in the context of birthing units.
Four hospitals and maternity units in Stockholm, Sweden.
A Straussian approach to grounded theory was applied. Data consisted of interviews with fifteen final-term student midwives and 21 preceptors. Further, six peer learning seminars were held with approximately 200 midwives. At these, data was collected from fourteen preceptors presenting their experiences of working with peer learning.
The core of the action emerging was the Open dialogue describing the communication between the pair of students, between students-preceptor and students-becoming parents, that developed skills in communication, participation and reduced prestige and hierarchy. It facilitated social interaction and reinforced a dynamic way of learning and teaching midwifery.
With preparation and a clear framework, peer learning can be used with midwifery students at birthing units. The open dialogue includes the becoming family in decision making and fits in a woman centered care providing support, safety, and participation. The pedagogical benefits are consistent with previous studies on nursing students.
在护理研究中，同伴学习在临床环境中得到支持，但在分娩单位的学生助产士背景下很少被研究。
在分娩单位背景下创建同伴学习的理论模型。
瑞典斯德哥尔摩的四家医院和妇产科病房。
采用扎根理论的施特劳斯方法。数据包括对 15 名最后一学期的学生助产士和 21 名导师的访谈。此外，还举办了六次约 200 名助产士参加的同伴学习研讨会。在这些研讨会上，从 14 名导师那里收集了他们在与同伴学习合作方面的经验。
出现的行动核心是开放对话，描述了学生对之间、学生-导师之间以及学生-准父母之间的沟通，这种沟通培养了沟通、参与和减少威望和等级制度的技能。它促进了社会互动，并强化了一种动态的助产士学习和教学方式。
通过准备和明确的框架，可以在分娩单位使用同伴学习来教育助产士学生。开放对话包括在决策中成为家庭的一部分，符合以妇女为中心的护理，提供支持、安全和参与。教学效益与以前对护理学生的研究一致。
