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dc.contributor.authorCarey, MC
dc.contributor.authorKent, B
dc.contributor.authorLatour, J
dc.date.accessioned2019-01-15T14:47:28Z
dc.date.issued2019-04
dc.identifier.issn2054-1058
dc.identifier.issn2054-1058
dc.identifier.urihttp://hdl.handle.net/10026.1/13140
dc.description.abstract

<jats:title>Abstract</jats:title><jats:sec><jats:title>Aim</jats:title><jats:p>The study presents the findings of a meta‐ethnographic study, developing a conceptual model for peer‐assisted learning for undergraduate nurses in clinical practice.</jats:p></jats:sec><jats:sec><jats:title>Design</jats:title><jats:p>Qualitative meta‐ethnography.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>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.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>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.</jats:p></jats:sec>

dc.format.extent473-481
dc.format.mediumElectronic-eCollection
dc.languageen
dc.language.isoen
dc.publisherWiley Open Access
dc.subjectclinical practice
dc.subjectnurse education
dc.subjectpeer-assisted learning
dc.subjectundergraduate nursing
dc.titleUsing meta‐ethnography to develop a conceptual model of peer‐assisted learning of nursing students in clinical practice
dc.typejournal-article
dc.typeArticle
plymouth.author-urlhttps://www.ncbi.nlm.nih.gov/pubmed/30918698
plymouth.issue2
plymouth.volume6
plymouth.publisher-urlhttp://dx.doi.org/10.1002/nop2.229
plymouth.publication-statusPublished
plymouth.journalNursing Open
dc.identifier.doi10.1002/nop2.229
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Health
plymouth.organisational-group/Plymouth/Faculty of Health/School of Nursing and Midwifery
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA03 Allied Health Professions, Dentistry, Nursing and Pharmacy
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
plymouth.organisational-group/Plymouth/Research Groups/Plymouth Institute of Health and Care Research (PIHR)
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dc.publisher.placeUnited States
dcterms.dateAccepted2018-11-12
dc.rights.embargodate2019-12-20
dc.identifier.eissn2054-1058
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1002/nop2.229
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2019-04
rioxxterms.typeJournal Article/Review


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