Health-promoting and -impeding aspects of using peer-learning during clinical practice education: A qualitative study

Abstract Aim The aim of the present study was to elucidate health-promoting and -impeding aspects of peer-learning by examining nursing students’ descriptions of learning together as peers, and how this might interact with their health. Background Peer-learning is a useful strategy for teaching and learning in nursing students’ clinical practice education. In the research, benefits such as improved cooperation and increased self-confidence have been described and labelled as health-promoting. Design A qualitative descriptive approach Method Thirteen first-year nursing students aged 22–45 years, who had completed their first clinical practice education on a medical or surgical hospital ward, participated in one-on-one semi-structured interviews. The interviews were analyzed using qualitative content analysis. Result: Working as a pair was primarily described as positive, as the peers felt basic support from each other, even though they described negative experiences that limited their own development and challenged their patience. Conclusion Peer-learning as a model for supervision in clinical practice incorporates valuable health-promoting aspects, as the students felt safe, supported, increased self-confidence, and participation. The interaction between peers helped them grow as human beings, and the mutual support the peers felt was a vital health-promoting aspect that limited the impact of the described health-impeding aspects, which included sometimes finding peer-learning trying, stressful and irritating.