ArticleNursing open2021
Peer learning in clinical placements in psychiatry for undergraduate nursing students: preceptors and students' perspective.
Article in Nursing open, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Mentors' Experiences of Nursing Students' Peer Learning in Clinical Practice: A Systematic Review of Qualitative Studies.Journal of advanced nursing · 2026Pooled it
- Employing a Coaching Model of Supervision During Physiotherapy Placements: A Qualitative Study of the Practice Educator Experience.Physiotherapy research international : the journal for researchers and clinicians in physical therapy · 2026Article
- Mental health placements for health and social care students: A realist synthesis.Medical education · 2026Review
- 'I Felt Like I Was Invisible': Nursing Students' Experiences of Mental Health Clinical Placement-A Cross-Sectional Study.International journal of mental health nursing · 2025Article
- Peer learning in clinical placements in psychiatry for undergraduate nursing students: preceptors and students' perspective.Nursing open · 2021Article
- Article
- Implementing Peer Learning in Clinical Nursing Education: Addressing Challenges in High-Pressure Healthcare Systems-An Interview Study.SAGE open nursingArticle
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
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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Registered trials
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