Nurse education in practice · 2026
Peer learning in birth units: Experiences of preceptors, student coordinators and managers.
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Spets M, Zwedberg S, Tingström P, Ulfsdottir H, Barimani M
Аннотация
AIM: To explore managers', student coordinators' and preceptors' experiences of implementing and using peer learning in birth units.
BACKGROUND: Clinical learning in birth units is influenced by multiple factors and may be challenging for both midwifery students and preceptors. To complement traditional one-to-one supervision, the Birth Unit Peer Learning model was developed and implemented in Swedish birth units. The model aims to promote student-centred learning, collaboration, reflection and active participation in clinical practice while maintaining the quality of learning and care.
DESIGN: A qualitative study using focus group interviews and reflexive thematic analysis.
METHODS: Data were collected through focus group interviews with 28 midwives from nine birth units. Data were analysed inductively using reflexive thematic analysis.
RESULTS: Two themes were identified: Balancing student autonomy with clinical responsibility and balancing pedagogical goals and organisational realities. Peer learning required preceptors to balance student autonomy with clinical responsibility by stepping back while remaining accountable for patient safety and learning outcomes. Adoption of the model depended on continuous negotiation of pedagogical, ethical and organisational considerations, including concerns about the woman's experience and the risk that peer learning could be used primarily as a staffing solution rather than a pedagogical approach.
CONCLUSIONS: Peer learning transformed preceptorship in birth units by requiring preceptors to balance student autonomy, peer-to-peer learning, patient safety and professional responsibility. Participants perceived peer learning as a flexible pedagogical approach supported by organisational planning, communication and collaboration between clinical and academic settings.
BACKGROUND: Clinical learning in birth units is influenced by multiple factors and may be challenging for both midwifery students and preceptors. To complement traditional one-to-one supervision, the Birth Unit Peer Learning model was developed and implemented in Swedish birth units. The model aims to promote student-centred learning, collaboration, reflection and active participation in clinical practice while maintaining the quality of learning and care.
DESIGN: A qualitative study using focus group interviews and reflexive thematic analysis.
METHODS: Data were collected through focus group interviews with 28 midwives from nine birth units. Data were analysed inductively using reflexive thematic analysis.
RESULTS: Two themes were identified: Balancing student autonomy with clinical responsibility and balancing pedagogical goals and organisational realities. Peer learning required preceptors to balance student autonomy with clinical responsibility by stepping back while remaining accountable for patient safety and learning outcomes. Adoption of the model depended on continuous negotiation of pedagogical, ethical and organisational considerations, including concerns about the woman's experience and the risk that peer learning could be used primarily as a staffing solution rather than a pedagogical approach.
CONCLUSIONS: Peer learning transformed preceptorship in birth units by requiring preceptors to balance student autonomy, peer-to-peer learning, patient safety and professional responsibility. Participants perceived peer learning as a flexible pedagogical approach supported by organisational planning, communication and collaboration between clinical and academic settings.