title: Preceptors' conceptions of a peer learning model: A phenomenographic study.
abstract: BACKGROUND
  During the past few years nurses precepting undergraduate nursing students have been put under greater pressure because of increased number of students admitted to the universities combined with a shortage of clinical placements. One solution is the preceptor model peer learning where two students are tutored by the same preceptor simultaneously.
  
  
  OBJECTIVE
  The aim of this study was to describe the variation of registered nurses' conceptions of preceptorship in a peer learning model for undergraduate nursing students.
  
  
  METHODS
  The study used a qualitative descriptive design and a phenomenographic approach.
  
  
  METHODS
  The interviews took place at somatic and psychiatric units at two different hospitals in southern Sweden.
  
  
  METHODS
  Twelve informants participated who had worked as registered nurses between 1-17years and acted as peer learning preceptors between 2month and 6years.
  
  
  METHODS
  Each nurse was interviewed individually using a semi structured interview guide. Follow up questions were used to make the informants develop and deepen their answers.
  
  
  RESULTS
  Four different descriptive categories emerged in the study: 1) Preceptorship in peer learning generates development and new perspectives 2) Preceptorship in peer learning enables student reflection and independence 3) Preceptorship in peer learning engenders insufficiency and stress 4) Preceptorship in peer learning requires education and support.
  
  
  CONCLUSIONS
  The result of this study showed that preceptors conceived that peer learning enabled them to take a step back which gave them a new role and perspectives. The consequence was that the students could be more independent which saved time for some of the preceptors. However, some preceptors perceived insufficiency and stress while working with two students. It is also important to educate both students and preceptors to optimise the use of peer learning.
authors.affiliation: Department of Care Science, Malmö University, SE 205 06, Malmö, Sweden. Electronic address: frida.nygren@mah.se.
authors.forename: Frida
authors.initials: F
authors.lastname: Nygren
authors.affiliation: Department of Care Science, Malmö University, SE 205 06, Malmö, Sweden.
authors.forename: Elisabeth
authors.initials: E
authors.lastname: Carlson
mesh_terms: D001291:Attitude of Health Personnel; D005260:Female; D006801:Humans; D007858:Learning; D017145:Models, Educational; D009726:Nurses / Q000523:psychology*; D010465:Perception; D011231:Preceptorship; D036301:Qualitative Research; D013338:Students, Nursing; D011795:Surveys and Questionnaires; D013548:Sweden; D000078329:Workforce
keywords: Conceptions; Nursing; Peer learning; Phenomenography; Preceptorship