Bachelor nursing students’ perceptions of peer learning and its contribution to professional development: A cross sectional study
Year: 2025
Type: article
Study design: Observational Study
Abstract: Peer learning supports bachelor nursing students’ professional development, yet its usefulness across clinical contexts and educational levels remains underexplored. This cross-sectional survey study used quantitative and qualitative data ( n = 1264; 50.3% response rate) collected between May 2020 and June 2022 to examine bachelor nursing students’ perceptions of their learning environment and professional development, during different clinical placements and educational levels, when supervised within peer learning. Reporting followed STROBE and COREQ guidelines. Most students reported that peer learning significantly enhanced learning (67.7%), professional development (65.7%), autonomy (59.1%) and understanding of the nursing process (57.5%). Students favoured regular changes of peers. Peer learning environments were scored significantly higher than traditional one-to-one supervision. However, peer learning benefits appear to decline in later semesters and at certain clinical settings. Structured reflection based on the profession's role and function, as well as context-sensitive implementation, may enhance the relevance of peer learning for more advanced students.
Institutions: Karlstad University, Lovisenberg Diakonale Høgskole
Language: English
Subfield: Research and Theory
Field: Nursing
Domain: Health Sciences
Open Access status: gold
Estimated APC paid: $2,100
OpenAlex ID: W4413161997