Near-peer teaching in undergraduate nurse education: An integrative review

Nurse Education Today
Susan IrvineLisa McKenna

Abstract

Studies in peer learning and teaching reported in the nursing literature are mainly descriptive, summarising positive aspects using survey and interviews. Application of pedagogical approaches to near-peer teaching in undergraduate nursing, using educational psychology frameworks to explain the outcomes, is relatively unknown. The objective of this integrative review was to ascertain outcomes of near-peer teaching in undergraduate nurse education and theoretical frameworks used to explain outcomes of near-peer teaching. Included qualitative and quantitative studies. The review was conducted in accordance with the PRISMA protocol and Joanna Briggs Institute processes and included studies published between the years 1990 and 2017. Quality appraisal involved two independent reviewers analysing the data, and narrative synthesis was used to report results. Two hundred and twenty-one abstracts were assessed independently by two reviewers for relevance to near-peer teaching in undergraduate nurse education, 29 articles selected for further review with 10 meeting the inclusion criteria. Benefits of near-peer teaching were reported as creating a safe supportive learning environment, learners viewing near-peer teachers as effective role ...Continue Reading

Citations

Dec 22, 2019·International Journal of Nursing Education Scholarship·Alicia L Bright
Feb 11, 2020·Journal of Nursing Scholarship : an Official Publication of Sigma Theta Tau International Honor Society of Nursing·Sascha R BoltSandra M G Zwakhalen
Dec 19, 2018·The Clinical Teacher·Julian CumberworthIrene Francis
Aug 31, 2021·Medical Science Educator·Steve Whitfield

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