# Peer-Assisted Learning in Undergraduate Midwifery Clinical Education: A Qualitative Study on Experiences of Nursing Students From Three Namibian Training Institutions

## TL;DR

This study explores how nursing students in Namibia experience peer-assisted learning in midwifery clinical education, highlighting benefits, challenges, and suggestions for improvement.

## Contribution

The study provides new insights into peer-assisted learning experiences in midwifery education within resource-constrained settings in Namibia.

## Key findings

- Peer-assisted learning benefits include teamwork, communication, and professional identity development.
- Challenges include learning incorrect practices and facing discrimination or labeling.
- Students suggested formalizing and training on peer-assisted learning to improve its effectiveness.

## Abstract

Peer-assisted learning is widely used in nursing education and is reported to have a positive impact on the students’ learning process. However, students’ experiences of peer-assisted learning from midwifery clinical education in resource-constrained, overcrowded, and small maternity sections are not documented.

This study was undertaken to explore undergraduate nursing students’ experiences of peer-assisted learning in midwifery clinical education context in Namibia.

The study was approached from a social constructivism, with explorative, descriptive, and contextual qualitative as a methodological approach. The sample consisted of 32 nursing students from three training institutions, who were conveniently sampled. Data collection was via five focus group discussions, which used a focus group discussion guide, audio recorder, and field notes as research instruments. Data were analyzed using thematic analysis.

Main themes that emerged from thematic analysis are students’ conceptions of peer-assisted learning, benefits, challenges, and suggestions made to improve peer-assisted learning in midwifery clinical education. In thematic area of students’ conceptions of peer-assisted learning, peer teaching tools, engagement, care, and support of peers were recorded as subthemes. The benefits of peer-assisted learning included teamwork, professional identity, a deep approach to learning, communication, coping mechanisms, and socialization. Challenges experienced by students while using peer-assisted learning are learning wrong practices from peers, personality influence, discrimination, labeling, and name calling. Suggestions made by students were formalization and training of students on peer-assisted learning.

Students’ experiences of peer-assisted learning relate to how they understand it as a concept, their interaction with peers, and learning materials. In addition, students made suggestions to improve peer-assisted learning in midwifery clinical practice. These results may be useful in developing peer-assisted frameworks and guiding documents for use in its implementation in midwifery clinical education.