| 1. |
- Karlsson, Karin, et al.
(författare)
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Peer learning : en pedagogisk modell för handledning av sjuksköterskestuderande under verksamhetsförlagd utbildning i Psykiatri Skåne, Malmö
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Institutionen för Vårdvetenskap, Hälsa och samhälle, har som utgångspunkt i sin pedagogiska grundsyn att främja det livslånga lärande (Willman & Carlson, 2012). Det innebär att undervisningen ska stödja studenternas förmåga till självständig kunskapsutveckling, kritisk tänkande, reflektion och problemlösningsförmåga. Peer Learning är en pedagogisk modell där fokus ligger på lärande och inte undervisning. Peer Learning kan tillämpas med studenterna såväl inom som mellan utbildningsnivåer. Metoden kan hjälpa och stödja studenterna genom att de lär av varandra samt genom att de lär ut till varandra. Kommunikation är en viktig förutsättning för framgångsrik Peer Learning där fokus är kritiskt tänkande och reflektion genom att studenterna får kontinuerlig feedback av såväl handledare som medstudent. Denna rapport redovisar implementeringen av Peer Learning inom Psykiatri Skåne, Malmö.
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| 2. |
- Vuckovic, Verica, et al.
(författare)
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Peer learning in clinical placements in psychiatry for undergraduate nursing students : preceptors and students’ perspective
- 2021
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Ingår i: Nursing Open. - : Wiley. - 2054-1058. ; 8:1, s. 54-62
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Tidskriftsartikel (refereegranskat)abstract
- Aim: To describe the experiences of peer learning in psychiatric inpatient settings during clinical placement of undergraduate nursing students and to highlight the possibility for peer learning in psychiatric outpatient settings. Design: A qualitative inductive design. Method: Questionnaires with 14 students and 12 preceptors in inpatient and outpatient care and interviews with one student and one preceptor in outpatient care were analysed with content analysis. Results: Students and preceptors perceived learning benefits with peer learning. They described how learning increased through exchange of knowledge and how collaboration created security and independence, structured learning activities were appreciated as a learning tool. Incompatibility of students was an issue that could be overcome. Peer learning was perceived to contribute to a secure learning atmosphere, increased self-confidence and to provide a deeper understanding of psychiatric nursing. Peer learning was described as promoting discussion and reflection on practice and preparing nursing students for their future profession.
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| 3. |
- Vuckovic, Verica, et al.
(författare)
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Preceptors' and nursing students' experiences of peer learning in a psychiatric context : A qualitative study
- 2019
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Ingår i: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 41
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The aim of this study was to investigate preceptors' and nursing students’ experiences of peer learning in a psychiatric context during their clinical education. Design: A qualitative research design was used in this study. Data were analysed with qualitative content analysis. The study was conducted in 2017 with 17 preceptors and 11 students, constituting four focus groups with preceptors and four focus groups with nursing students. Participants: The preceptors were nurses and specialist nurses who worked in inpatient psychiatric care. Nursing students seeking their bachelor's degrees were placed in clinical settings at different psychiatric units for 4 weeks during the fourth semester. Results: One theme emerged: Knowledge acquisition as an interactive process from the two shared categories for students and preceptors: reciprocal learning by communication, doing and reflection and the importance of a supportive relationship. Conclusions: The result of this study suggested that peer learning in clinical education in psychiatric care promoted the learning process for nursing students.
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| 4. |
- Vuckovic, Verica, et al.
(författare)
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'Working as a Real Nurse' : Nursing Students' Experiences of a Clinical Education Ward in Psychiatric Care
- 2021
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Ingår i: Issues in Mental Health Nursing. - : Taylor & Francis. - 0161-2840 .- 1096-4673. ; 42:11, s. 1038-1047
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Tidskriftsartikel (refereegranskat)abstract
- Although the concept of clinical education wards has shown encouraging outcomes regarding nursing students' satisfaction with clinical placements in somatic care, the existing research in a psychiatric context is sparse. This study aims to explore nursing students' experience during clinical education at a psychiatric clinical education ward. A qualitive descriptive study with content analysis, using interviews with 16 bachelor's degree nursing students was conducted. The results indicated that an enriched and adapted learning environment focusing on psychiatric nursing with peer learning supported independence and progression into the future nursing role.
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