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Background <p>Working in the ambulance service is complex and unpredictable, requiring newly employed nurses to rapidly assume autonomous clinical responsibility. Introductory training often relies on traditional supervision models that may not fully support transition into practice. Peer learning (PL) has been shown to promote collaboration, confidence, and professional development in educational settings; however, its use during workplace introduction in ambulance services remains largely unexplored.</p> Aim <p>To describe the use of PL in the introductory training of newly employed nurses in the ambulance service and how it was experienced by newly employed nurses and clinical supervisors.</p> Design <p>A qualitative descriptive study with an inductive thematic analysis approach was used.</p> Methods <p>Data were collected through individual and focus-group interviews and analysed using reflective thematic analysis as outlined by Braun and Clarke. Four clinical supervisors and ten newly employed nurses who had PL in their introductory training participated in the study. The study follows the COREQ checklist for reporting qualitative research.</p> Results <p>This study explored the experiences of newly employed nurses and clinical supervisors of PL during the ambulance service’s introductory training. Three main themes were identified: <i>becoming an independent professional</i>, <i>safe space for shared learning</i>, and <i>a balancing act as a supervisor</i>. PL supported the gradual transition into autonomous practice, facilitated emotional and professional support through peer collaboration, enhanced role clarity, and emphasized the importance of supervisors in fostering independence while providing accessible guidance. Across all themes, feedback and reflection were central to learning, helping nurses make sense of their experiences, gain confidence, and adapt to the demands of the ambulance context. PL was seen as a valuable, structured learning phase that promotes mutual learning and professional development for new nurses.</p> Conclusions <p>PL represents a valuable structured learning phase within a structured onboarding programme for newly employed nurses in the ambulance service. By combining PL with facilitated supervision and reflection, PL may support a safe and sustainable transition into practice in complex clinical environments.</p>

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Learning the role together: experiences of using peer learning in the introductory training of newly employed nurses in the ambulance service

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月12日

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  • Klara Jepsen,
  • Ann-Charlotte Falk,
  • Annika Alm,
  • Jonas Wihlborg,
  • Veronica Lindström

摘要

Background

Working in the ambulance service is complex and unpredictable, requiring newly employed nurses to rapidly assume autonomous clinical responsibility. Introductory training often relies on traditional supervision models that may not fully support transition into practice. Peer learning (PL) has been shown to promote collaboration, confidence, and professional development in educational settings; however, its use during workplace introduction in ambulance services remains largely unexplored.

Aim

To describe the use of PL in the introductory training of newly employed nurses in the ambulance service and how it was experienced by newly employed nurses and clinical supervisors.

Design

A qualitative descriptive study with an inductive thematic analysis approach was used.

Methods

Data were collected through individual and focus-group interviews and analysed using reflective thematic analysis as outlined by Braun and Clarke. Four clinical supervisors and ten newly employed nurses who had PL in their introductory training participated in the study. The study follows the COREQ checklist for reporting qualitative research.

Results

This study explored the experiences of newly employed nurses and clinical supervisors of PL during the ambulance service’s introductory training. Three main themes were identified: becoming an independent professional, safe space for shared learning, and a balancing act as a supervisor. PL supported the gradual transition into autonomous practice, facilitated emotional and professional support through peer collaboration, enhanced role clarity, and emphasized the importance of supervisors in fostering independence while providing accessible guidance. Across all themes, feedback and reflection were central to learning, helping nurses make sense of their experiences, gain confidence, and adapt to the demands of the ambulance context. PL was seen as a valuable, structured learning phase that promotes mutual learning and professional development for new nurses.

Conclusions

PL represents a valuable structured learning phase within a structured onboarding programme for newly employed nurses in the ambulance service. By combining PL with facilitated supervision and reflection, PL may support a safe and sustainable transition into practice in complex clinical environments.