Peer support systems and professional identity of student nurses undertaking a UK learning disability nursing programme

Green, Joanne L. (2018) Peer support systems and professional identity of student nurses undertaking a UK learning disability nursing programme. Nurse Education in Practice, 30 . pp. 56-61.

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Abstract

This practitioner based action research examines the implementation of the peer assisted study scheme (PASS) and individual peer mentoring in a cohort of first year undergraduate nursing students. It arose out of the desire of a small number of students in one UK university to transfer from the learning (intellectual) disabilities nursing field to other fields. The number of learning disabilities nurses is falling in England, and nursing shortages and student nurse retention generally is an international concern. The peer support was evaluated by 21 completed questionnaires. All the students had found the sessions they attended useful. Four themes emerged from the study. Students reported gains in knowledge around academic skills, placements and their chosen field of nursing; students felt more confident as a result of attending the sessions; students felt supported, and the importance of the peer mentor's interpersonal skills was highlighted; and finally students had valued meeting other students in their chosen field. These findings are discussed with reference to relevant literature.

Item Type:	Article
Journal / Publication Title:	Nurse Education in Practice
Publisher:	Elsevier for Churchill Livingstone
ISSN:	1873-5223
Departments:	Academic Departments > Nursing, Health & Professional Practice (NHPP)
Additional Information:	Joanne L. Green was formerly Senior Lecturer in Learning Disabilities Nursing, University of Cumbria, UK and is now Education Liaison Lead, Merseycare NHS Foundation Trust.
Depositing User:	Anna Lupton
Date Deposited:	30 Nov 2017 13:26
Last Modified:	12 Jan 2024 19:46
URI:	https://insight.cumbria.ac.uk/id/eprint/3448

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