부산대학교 도서관

Introduction: Peer learning is increasingly used for healthcare students in the clinical setting. However, as peer learning between students involves students taking a teaching role, it is unclear what the supervisor's role then becomes. It is vital to determine the role of the supervisor in student peer learning to ensure high quality learning and patient safety. Methods: Semi‐structured interviews were performed with 15 student nurse supervisors (nurses and assistant nurses) from two hospital wards that practice peer learning to investigate the different ways clinical supervisors view their role in students' peer learning. Transcribed data were coded and analysed using a phenomenographic approach. Results: Four hierarchical levels of the supervisor's understanding of their role in students' peer learning were identified: the teacher; the facilitator; the stimulator; and the team player. These categories represent an increasingly inclusive view of which people present on the ward play a role in enabling effective peer learning. Conclusions: The various understandings of supervisor roles have implications for how supervision of peer learning could be implemented in the future. This interview study reveals different ways in which supervisors view their role in supporting peer learning: teacher; facilitator; stimulator; and team player. [ABSTRACT FROM AUTHOR]