Developing nursing students’ understanding through formative peer learning seminars
evidence and practice    

Developing nursing students’ understanding through formative peer learning seminars

Leonard Dey Nursing student, Mental health and learning disabilities, Birmingham City University, Birmingham, England
Claire Gault Nursing student, Mental health and learning disabilities, Birmingham City University, Birmingham, England
Lindarose Mangena Nursing student, Mental health and learning disabilities, Birmingham City University, Birmingham, England
Catharine Jenkins Senior lecturer, Mental health and learning disabilities, Birmingham City University, Birmingham, England

In the context of concerns about the poor physical health and early mortality of people living with severe mental illness, it is important that nursing students are prepared to respond to the physical as well as the emotional needs of service users. In this reflective article, a nurse educator and three nursing students share their experiences of peer learning about these issues, outlining the rationale for this approach, the session design, students’ responses and the potential benefits.

Mental Health Practice. doi: 10.7748/mhp.2018.e1307

Citation

Dey L, Gault C, Mangena L et al (2018) Developing nursing students’ understanding through formative peer learning seminars. Mental Health Practice. doi: 10.7748/mhp.2018.e1307

Peer review

This article has been subject to external double-blind peer review and has been checked for plagiarism using automated software

Correspondence

catharine.jenkins@bcu.ac.uk

Conflict of interest

None declared

Published online: 06 December 2018

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