ReviewNursing open2026
Nursing Students' Experiences of Peer Support During Clinical Practice: A Qualitative Meta-Synthesis.
Review in Nursing open, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimTo synthesise nursing students' experiences of peer support during clinical practice.
designA qualitative meta-synthesis.
methodsWe searched the Cochrane Library, Embase, PubMed, Web of Science, CNKI, Wanfang and VIP databases for qualitative studies exploring nursing students' experiences of peer support, up to 11 September 2024. The Joanna Briggs Institute Qualitative Appraisal and Review Instrument was used to assess methodological quality, and findings were synthesised using a thematic synthesis approach.
resultsTen studies were included. From 35 extracted findings, eight categories were developed and further synthesised into two overarching themes: (1) benefits of peer support for nursing students, and (2) challenges associated with peer support experiences.
conclusionPeer support in clinical practice offers meaningful benefits-including enhanced confidence, emotional support and skill development-but also presents challenges related to mentor competence, interpersonal dynamics and reduced hands-on practice. Structured programme design and mentor preparation are essential to maximise benefits while mitigating risks. IMPLICATIONS FOR NURSING PRACTICE: The findings suggest that peer support should be formally integrated into clinical placement designs to enhance student learning and well-being. In nursing education, structured peer mentoring programmes with clear role definitions and preparatory training for mentors are recommended to improve support quality. For clinical practice settings, regular supervision and monitoring are needed to safeguard students from over-dependence on peers and to ensure that peer support complements, rather than replaces, hands-on clinical learning opportunities. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.
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