Open AccessUsing meta‐ethnography to develop a conceptual model of peer‐assisted learning of nursing students in clinical practice
Author(s) -
Carey Matthew C.,
Kent Bridie,
Latour Jos M.
Publication year - 2019
Publication title -
nursing open
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.55
H-Index - 12
ISSN - 2054-1058
DOI - 10.1002/nop2.229
Subject(s) - ethnography , qualitative research , peer learning , psychology , medical education , conceptual model , conceptual framework , peer group , knowledge management , nursing , pedagogy , medicine , sociology , computer science , social psychology , social science , database , anthropology
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.