Abstract:

Background: Studies have shown complexity in the transfer of theoretical knowledge into clinical practical nursing practice. Objectives: The purpose of this study was to map current literatures/evidence on the use of peer learning in clinical education and also to map literature using contextually appropriate teaching models that influenced the use of peer - learning to integrate theory into practical skills in undergraduate nursing education. Methods: A-five step scoping review was used to achieve the purpose of the study. Step 1. A clear review question was identified: using PICOS framework. Step 2. Development of search approach through classification of evidence to identify relevant studies. Ebscohost, SAE publications, CINAHL Wiley online and Google scholar databases were searched between 2013 through 2020 to enable access current studies owing to their relevance in reviews, clinical nursing related issues. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework was adopted to identify articles that met the eligibility criteria- Keywords included: clinical nursing education, peer-learning and Student Nurses Step 3 Study selection and appraisal. using John Hopkin’s Nursing Appraisal Evidence-Based Practice checklist version 21. Step 4: Data extraction and charting. Step 5. Collating, summarizing and reporting results. Seven (7) themes emerged from this scoping review are as follows: Mentor/preceptorship, supervision, training, consultation, partnership, model development and feedback as strategies. Conclusion: The results bridged the knowledge gaps, thus will positively affect policy making and designing of context specific programs that would promote the use of peer learning and improve integration of theory into clinical practice. Keywords included: Clinical nursing education, peer-learning and student nurses