Strengths and challenges associated with peer learning in a magnetic resonance imaging setting: A qualitative study

Abstract

Background and aim: Peer Learning is a pedagogical model in which students can share experiences and knowledge as well as reflect together. Research on Peer Learning has shown that when working together in pairs, the students can use and support each other to mirror and reflect on mutual insecurities. Peer Learning is a preceptorship model where two students are supervised by one preceptor. Considering the increasing shortage of radiographers, the method could be useful due to requiring fewer preceptors. The aim was to describe the strengths and challenges associated with a Peer Learning model in a magnetic resonance imaging setting from preceptors’ and undergraduate radiography students’ perspectives.

Methods: Design: Qualitative design with an inductive approach. Settings: Radiology departments in seven hospitals in Sweden and the third year Bachelor radiography programme at a university in southern Sweden, during which students attend four weeks of clinical practice pertaining to the use of magnetic resonance imaging. Participants: 12 students and 14 preceptors were interviewed about peer learning in a magnetic resonance imaging setting Methods: Focus group and individual interviews followed by conventional qualitative content analysis.

Results: The results showed that students and preceptors were positive towards peer learning and saw many advantages. Preceptorship in Peer Learning required a significant amount of support and guidance from the radiology department. The students and preceptors indicated that they needed more education about peer learning.

Conclusions: A prerequisite for the implementation of Peer Learning at clinical placements in a magnetic resonance imaging setting is education and training in peer learning for both students and preceptors, as well as support and guidance from universities and radiology departments.

Keywords

Clinical practice / Peer Learning / Preceptorship / Students / Qualitative study / Radiography

References

[1] Hall-Lord ML, Theander K, Athlin E. A clinical model in bachelor nursing educationPurpose, content and evaluation. Nurse Educ Pract. 2013; 13: 505-11. PMid:23465848 https://doi.org/10.1016/j.nepr.2013.02.006

[2] Budgen C, Gamroth L. An overview of practice education models. Nurse Educ Today. 2008; 28: 273-83. PMid:17629596 https://doi.org/10.1016/j.nedt.2007.05.005

[3] Andrews GJ, Brodie DA, Andrews JP, et al. Professional roles and communications in clinical placements: A qualitative study of nursing students’ perceptions and some models for practice. Int J Nurs Stud. 2006; 43: 861-74. PMid:16380124 https://doi.org/10.1016/j.ijnurstu.2005.11.008

[4] Mamhidir AG, Kristofferson ML, Hellström-Hyson E, et al. Nursing preceptors’ experience of two clinical education models. Nurse Educ Pract. 2014; 14: 427-33. PMid:24512652 https://doi.org/10.1016/j.nepr.2014.01.010

[5] Zwedberg S, Alnervik M, Barimai M. Student midwives perception of peer learning during their clinical practice in an obsteric unit: A qualitative study. Nurse Educ Today. 2021; 99. PMid:33524896 https://doi.org/10.1016/j.nedt.2021.104785

[6] Tveiten S. Yrkesmässig handledning. 3 ed. Lund: Studentlitteratur; 2010.

[7] Boud D, Cohen R, Sampson J. Peer Learning in Higher Education: Learning from and with Each Other. 1 ed. London: Routledge; 2014.

[8] Stenberg M, Carlson E. Swedish student nurses’ perception of peer learning as an educational model during clinical practice in a hospital setting - an evaluation study. BMC Nursing. 2015; 14. PMid:26435698 https://doi.org/10.1186/s12912-015-0098-2

[9] Hellström-Hyson E, Mårtensson G, Kristofferzon ML. To take responsibility or to be an onlooker. Nursing student’s experience of two models of supervision. Nurse Educ Today. 2012; 32: 105-10. PMid:21388721 https://doi.org/10.1016/j.nedt.2011.02.005

[10] Pålsson Y, Mårtsson G, Swenne CL, et al. A peer learning intervention for nursing students in clinical practice education: A quasi-experimental study. Nurse Educ Today. 2017; 51: 81-7. PMid:28142097 https://doi.org/10.1016/j.nedt.2017.01.011

[11] Statistics Sweden. Trender och Prognoser 2020 [Internet]. Solna: Statistics Sweden; 2021. [cited 2022-02-07]. Available from: https://www.scb.se/contentassets/3fbf2376d5aa43d6a8c52b7911bd3f59/uf0515_2020i35_br_am85br2101.pd

[12] Lund University. VGRRS, Röntgensjukskäterskepgrogrammet, 180 högskolepoäng [Internet]. Lund: Lund University, Medicinska fakulteten; 2021. [cited 2022 Mars 28]. Available from: https://www.lu.se/lubas/i-uoh-lu-VGRRS

[13] Polit DF, Beck CT. Nursing Research: Generating and Assessing Evidence for Nursing Practice. 11 ed. Wolters Kluwer Health: Philadelphia; 2020.

[14] Pickup L, Nugent B, Bowie P. A preliminary ergonomic analysis of the MRI work system environment: Implications and recommendations for safety and design. Radiography. 2019; 25: 339-45. PMid:31582242 https://doi.org/10.1016/j.radi.2019.04.001

[15] Graneheim UH, Lundman G. Qualitative content analysis in nursing research: concepts, procedures and measusres to achieve trustworthiness. Nurse Educ Today. 2004; 24: 105-12. PMid:14769454 https://doi.org/10.1016/j.nedt.2003.10.001

[16] Sweden Act concerning the Ethical Review of Research Involving Humans. SFS 2003:460 [Internet]. Stockholm: Swedish Ethical Review Authority; 2003 [cited 2023 April 19] Available from: https://www.riksdagen.se/sv/dokument-och-lagar/dokument/svensk-forfattningssamling/lag-2003460-om-etikprovning-av-forskning-som_sfs-2003-460/

[17] European Union Agency for Fundamental Rights. (2019) [Internet]. The General Data Protection Regulation: one year on: civil society: awareness, opportunities and challenges. Publications Office. [cited 2022 April 23] Available from: https://data.europa.eu/doi/10.2811/538633

[18] Lincoln YS, Guba EG.Naturalistic inquiry. Beverly Hills California: SAGE Publ Inc; 1985.

[19] Putri SP, Sumartini S. Integrating Peer Learning Activities and Problem-Based-Learning in Clinical Nursing Education. SAGE Open Nurs. 2021; 24.

[20] Markowski M, Bower H, Essex R, et al. Peer learning and collaborative placement models in health care: a systemativ review and qualitative synthesis of the literature. J Clin Nurs. 2021; 30. PMid:33461240 https://doi.org/10.1111/jocn.15661

[21] Vuckovic V, Karlsson K, Sunnqvist C. Preceptors’ and nursing students’ experiences of peer learning in a psychiatric context: A qualitative study. Nurse Educ Pract. 2019; 41. PMid:31751904 https://doi.org/10.1016/j.nepr.2019.102627

[22] Nygren F, Carlson E. Preceptors’ conceptions of a peer learning model: A phenomenographic study. Nurse Educ Today. 2017; 49. PMid:27865125 https://doi.org/10.1016/j.nedt.2016.10.015

[23] Jassim T, Carlsson E, Bengtsson M. Preceptors’ and nursing students’ experience of using peer learning in primary healthcare settings: a qualitative study. BMC Nurs. 2022; 21: 66. PMid:35313874 https://doi.org/10.1186/s12912-022-00844-y

[24] Gholizadeh L, Shahla S, Valizadeh S, et al. Nurse preceptors’ percep-tions of benefits, rewards, support and commitment to the preceptors role in an new preceptorship program. BMC Med Educ. 2022; 22. PMid:35715778 https://doi.org/10.1186/s12909-022-03534-0

[25] Bengtsson M, Carlsson E. Knowledge and skills needed to improve as preceptor: development of a continuous professional development course - a qualitative study part I. BMC Nursing. 2015; 14: 51. PMid:26478717 https://doi.org/10.1186/s12912-015-0103-9

[26] Vuckovic V, Landgren K. Peer learning in clinical placements in psychiatry for undergraduate nursing students: preceptors and students’ perspective. Nurs open. 2020; 8: 54-62. PMid:33318812 https://doi.org/10.1002/nop2.602

[27] Secomb J. A systemativ review of peer teaching and learning in clinical education. J Clin Nurs. 2008; 17. PMid:18047577 https://doi.org/10.1111/j.1365-2702.2007.01954.x