Sofia Zwedberg1, Malin Alnervik2, Mia Barimani3. 1. Sophiahemmet University, Department for health promotion science, Lindtstedtsvägen 8, 114 86 Stockholm, Sweden; Karolinska University hospital, Solna, Children's & Women's Health Theme; PA Pregnancy Care and Delivery, Karolinska Universitetsjukhuset Solna, Karolinska vägen, 171 76 Solna, Sweden. Electronic address: sof.zwedberg@shh.se. 2. Karolinska University hospital, Solna, Children's & Women's Health Theme; PA Pregnancy Care and Delivery, Karolinska Universitetsjukhuset Solna, Karolinska vägen, 171 76 Solna, Sweden. Electronic address: malin.alnervik@sll.se. 3. Academic Primary Care Centre, Region Stockholm, Solnavägen 1 E, 113 65 Stockholm, Sweden; Division of Family Medicine and Primary Care, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Sweden. Electronic address: mia.barimani@ki.se.
Abstract
BACKGROUND: Evidence supports peer learning in clinical settings, but it has not been studied in obstetric units. In Sweden, obstetric units are a challenging learning area for student midwives because of the lack of attention to student needs and the stress of attaining the final number of 50 assisted births. OBJECTIVES: To explore how student midwives experienced peer learning during clinical placement in an obstetric unit. DESIGN: Qualitative approach. SETTINGS: Three hospitals and obstetric units in Stockholm, Sweden. PARTICIPANTS: Fifteen student midwives in a peer-learning model during clinical placement. METHODS: Individual interviews followed by deductive content analysis using Boud's (2001) theoretical descriptions of peer learning. RESULTS: The students shared skills, experience, and knowledge as equals and took responsibility for their peers' learning while supporting women in labor and childbirth. Students shared ideas, thoughts, and knowledge and gained perspective while learning as peers on an equal level. Students used each other to work independently without much involvement from the preceptor. Feedback was welcomed as encouragement. CONCLUSIONS: Peer learning had positive consequences as an educational model in the clinical context in obstetric units.
BACKGROUND: Evidence supports peer learning in clinical settings, but it has not been studied in obstetric units. In Sweden, obstetric units are a challenging learning area for student midwives because of the lack of attention to student needs and the stress of attaining the final number of 50 assisted births. OBJECTIVES: To explore how student midwives experienced peer learning during clinical placement in an obstetric unit. DESIGN: Qualitative approach. SETTINGS: Three hospitals and obstetric units in Stockholm, Sweden. PARTICIPANTS: Fifteen student midwives in a peer-learning model during clinical placement. METHODS: Individual interviews followed by deductive content analysis using Boud's (2001) theoretical descriptions of peer learning. RESULTS: The students shared skills, experience, and knowledge as equals and took responsibility for their peers' learning while supporting women in labor and childbirth. Students shared ideas, thoughts, and knowledge and gained perspective while learning as peers on an equal level. Students used each other to work independently without much involvement from the preceptor. Feedback was welcomed as encouragement. CONCLUSIONS: Peer learning had positive consequences as an educational model in the clinical context in obstetric units.