Preceptors' conceptions of a peer learning model: A phenomenographic study
Introduction
Clinical practise is a central part of nursing education. This is where students transfer their theoretical knowledge into practical skills and the process is facilitated by registered nurses who act as preceptors (Mamhidir et al., 2014). Carlson (2012) argues that the preceptor role can be perceived as both multifaceted and advanced which requires adequate preparation and education. It is time consuming and many nurses do not have allocated or protected time for precepting. Simultaneously, as stated by Sedgwick and Harris (2012), the preceptors are put under higher pressure because of organizational changes with increased numbers of students in nursing programs, and a shortage of clinical placements at the hospitals. According to Carlson (2012) these different factors combined are the reason why new and alternative precepting models have been implemented. One model that meet these new demands is peer learning where students work in pairs, supervised by the same preceptor, and alternate the role as student and teacher in performing nursing interventions. The preceptor takes a step back which stimulates the interaction between the students and develop their problem solving skills and cooperation (Carlson, 2012). Peer learning allocates new and challenging demands on the preceptors and it is subsequently of importance to highlight their conceptions of the model.
Section snippets
Background
Peer learning is defined by Topping (1996) as “People from similar social groupings, who are not professional teachers, helping each other to learn and learning themselves by teaching” (p. 322). The pedagogical idea origin from theories by Piaget and Bandura among others who believe that cooperation and social interaction are essential elements in creating knowledge (Secomb, 2008). There is an advantage in learning from people who are in the same situation and position because it creates a
Method
A qualitative descriptive design and the phenomenographic approach was used in this study. It was chosen because the approach has a pedagogical origin which intend to answer questions about learning and thinking (Marton, 1986). This matched the current study since it sought to describe the various ways preceptors experience peer learning. The aim of a phenomenographic study is to map the qualitative different ways people experience, conceive and understand phenomena in the surrounding world (
Results
Through the phenomenographic data analysis four qualitative different categories of describing registered nurses' conceptions of preceptorship in a peer learning model emerged, which are presented in Fig. 1.
Discussion
The first descriptive category outlined how the preceptors perceived their role in peer learning as a way of growing both as nurses and persons. The professional development was gained through the students introducing new research to the preceptors, and this is in line with Hilli et al. (2014b) who showed that preceptors have respect for the students' knowledge and are receptive to it. However, based on the current study the personal development concerning the ability to adjust to two
Conclusions
The findings of this phenomenographic study implies that the peer learning model is a possible starting-point for a new role as preceptor which means gaining a different perspective of student learning and cooperation. The preceptors perceived that peer learning encouraged student independence and may thereby save time for them. However, peer learning could also be conceived as a model creating more stress and work load, mainly if the students are at different levels of knowledge.
This study
Acknowledgements
We would like to thank all preceptors who participated in this study for sharing their experiences and reflections.
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