Using meta‐ethnography to develop a conceptual model of peer‐assisted learning of nursing students in clinical practice
- Resource Type
- Authors
- Matthew C. Carey; Bridie Kent; Jos M. Latour
- Source
- Nursing Open
- Subject
- Structure (mathematical logic)
Conceptual model (computer science)
peer‐assisted learning
clinical practice
Clinical Practice
Peer assisted learning
nurse education
Pedagogy
Ethnography
Meta ethnography
undergraduate nursing
Nurse education
Product (category theory)
Psychology
Research Articles
General Nursing
Research Article
- Language
- ISSN
- 2054-1058
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.