“Coaching and Peer‐Assisted Learning” (C‐PAL) ‐ The mental health nursing student experience: A qualitative evaluation

Abstract

Introduction This paper presents findings from a study that evaluated mental health nursing students' experience of a team mentoring model called Coaching and peer-assisted learning (C-PAL). At present there are no published research studies into the effectiveness of team mentorship utilized by nursing students within in-patient mental health settings. Aim The study utilized an interpretivist methodology where the focus was on individuals in their social world. Method Two focus groups were held with fifteen students who had experienced C-PAL in four in-patient wards. Findings Students' overall experience of piloting C-PAL was positive. Learning opportunities (Theme 3) appeared to be dependent on the quality of peer support (Theme 5) which in turn, enhanced the learner experience and increased the level of student confidence (Theme 6). Less positive experiences included inadequate preparation (Theme 1), poor understanding of the model and competition for learning experiences. Implications for practice We tentatively suggest that team mentorship models such as C-PAL may be suitable for acute in-patient mental health settings. The success of C-PAL depends upon the preparation of nursing staff, mentors (Theme 4), coaches and students in relation to role expectations, shift rostering (Theme 2) and the implementation of "huddling" to promote opportunistic learning.

Peer learning and collaborative placement models in health care: a systematic review and qualitative synthesis of the literature

“…The fifth and sixth subgroups are placement model approaches trialled in the UK. The subgroup Collaborative Learning in Practice (CLIP; Harvey & Uren, 2019; Hill et al, 2020; Tweedie et al, 2019; Underwood et al, 2019; Williamson, Kane, et al, 2020) as well as the subgroup Coaching and peer‐assisted learning (C‐PAL; Wareing et al, 2018) utilise a coaching approach by the educators. Educators support a small group of students from mixed levels (i.e.…”

Peer learning in clinical placements in psychiatry for undergraduate nursing students: preceptors and students’ perspective

“…Lack of cooperation between the pair of students, besides lack of reflections supported by the supervisor, could impair and hinder the learning process for the students (Holst & Hörberg, 2012). Another qualitative evaluation of a similar model, coaching and peer‐assisted learning for mental health nursing students, revealed overall positive students’ experiences, although the positive outcomes were dependent on the quality of peer support between mental health nursing students who were on different levels of nursing education (Wareing et al., 2018).…”

Active learning methods used in nursing education

“…In the peer-assisted learning method, students actively direct each other, share practices, actively participate in the discussion and feedback process. The pedagogical roots of this educational strategy are based on theorists like Piaget and Perry (Unver & Akbayrak, 2013;Wareing et al, 2018). With Piaget's theory, we can understand the nursing students' cognitive development, what and how they want, so we can arrange more effective education (Koc, Kiziltepe, Cinarli, & Sener, 2017).…”

“…According to Perry; students change in their approach to learning as they progress through their education years (Taylor & Hamdy, 2013). One thing to be aware of in this method is that peer educators should be adequately informed and supported (Unver & Akbayrak, 2013;Wareing et al, 2018).…”

“…The use of peer-assisted learning methodology is recommended for clinical practice training of nursing students (Stenberg & Carlson, 2015). Through cognitive, psychomotor, and affective learning methods, this learning method enhances students' self-esteem and communication skills, help them with career-planning and learning the process of 'learning' (Unver & Akbayrak, 2013), contribute to their self-efficacies (Pålsson, Mårtensson, Swenne, Ädel, & Engström, 2017;Parchebafieh et al, 2018), leadership skills (Unver & Akbayrak, 2013;Wareing et al, 2018) as well as their personal and professional development (Abdullah & Chan, 2018). In some studies, conducted in Turkey, senior students became peer educators/instructors to first-year students.…”