With changing trends in the acute pediatric setting, there is concern that nursing students are not provided with sufficient opportunities to develop required clinical competencies. Peer learning can assist students in achieving learning objectives through efficient and effective use of limited resources. In this study the perceptions of students and clinical instructors in their use of peer learning are described. A qualitative descriptive design with semi-structured interviews was used. A convenience sample included nursing students (n=10) and clinical instructors (n=2). Participants had overall positive experiences with formalized peer learning. The novelty of a learning approach, support, communication and the facilitation of learning were the common emerging main themes; with several subthemes also identified. The results highlighted how the learning process was influenced by the students' status as novice nurses and how peer learning provided much needed emotional and physical support. Implications for clinical education are discussed.
The purpose of this randomized trial was to determine whether coronary artery bypass graft surgery patients and their caregivers who received telehealth follow-up had greater improvements in anxiety levels from pre-surgery to 3 weeks after discharge than did those who received standard care. Secondary outcomes included changes in depressive symptoms and patients' contacts with physicians. No group differences were noted in changes in patients' anxiety and depressive symptoms, but patients in the telehealth group had fewer physician contacts (p = .04). Female caregivers in the telehealth group had greater decreases in anxiety than those in standard care (p < .001), and caregivers of both genders in the telehealth group had greater decreases in depressive symptoms (p = .03).
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