Background: Peer learning, a collaborative learning model has no tradition in clinical education for undergraduate\nstudent nurses in Sweden, and little is reported of the student experience. An increasing number of students\nhave led to a pressing need for preceptors and clinical placements thus, highlighting the need for a supportive\neducational model. The objectives for the current study were to explore how student nursesââ?¬â?¢ evaluated peer\nlearning as an educational model during clinical practice in a hospital setting, and to compare perceptions among\nstudent nurses from year one and three.\nMethods: A questionnaire developed for the purpose of this study was developed and responded to by\n62 (year one) and 73 (year three) student nurses. Data were collected between 2011 and 2013. The questionnaire\ncontained six open- ended and eight closed questions on a four point Likert-scale. Written responses were analysed\nby content analysis and the closed questions by using descriptive statistics. Mannââ?¬â??Whitney U-test was used to\nexamine differences in relation to students from year one and three.\nResults: The peer learning experience was evaluated in a positive way. Statistical significance differences were\nshown for two out of eight closed questions. The peer learning activities were evaluated as supportive and relevant\nfor learning. Three categories emerged from the content analysis: ââ?¬Å?a feeling of safetyââ?¬Â, ââ?¬Å?a sense of competitionââ?¬Â\nand ââ?¬Å?the learning experienceââ?¬Â.\nConclusion: A feeling of safety seems to be connected to studentsââ?¬â?¢ perception of increased learning and\nindependence. However, the sense of negative competition needs to be addressed when students are prepared for\nthe teaching and learning activities in the peer learning model. Finally, what needs to be further investigated is\nwhat challenges and opportunities the peer learning model presents to preceptors.
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