|
| Author | Design | Intervention and comparison | Country and setting |
|
| Broscious and Saunders (2001) [24] | Mixed method
Group interview and questionnaire | Peer coaching | Junior and senior year students: Christopher Newport University in USA |
| Christiansen and Bell (2010) [19] | Qualitative
Interpretive | Peer learning | UK University preregistration nursing course |
| Christiansen and Jensen (2008) [33] | Qualitative
Ethnographic | Role playing | Third year student nurses in Norway |
| Cooke and Moyle (2002) [27] | Qualitative—case studies | PBL versus CLL | Second year students at university in Australia |
| Daley et al. (2008) [20] | Qualitative
Observation, focus groups, and journaling | Peer tutoring | Ohio State University, College of Nursing Students |
Feingold et al. (2008)
[32] | Mixed methods
Observation and interviews | Team learning | First year student nurses: university in South Western USA |
| Goldsmith et al. (2006) [7] | Mixed method
Portfolios, clinical assessment, and questionnaires | Peer learning | First/third year students: Clinical Practice Unit (CPU) of a nursing school in Australia |
| Higgins (2004) [21] | Quantitative
Quasiexperimental | Peer tutoring versus nonpeer tutored | Medical-surgical undergraduate nursing course: Texas, USA |
| Hughes et al. (2003) [35] | Quantitative
Pretest/posttest crossover | Peer group experience versus nonpeer group experience | Baccalaureate school of nursing in USA |
| Horne et al. (2007) [25] | Qualitative
Focus group interviews and use of fourth generation evaluation | Enquiry-based learning | Second year students at a higher education setting in the UK |
| Lin et al. (2010) [22] | Quantitative
Experimental | Peer tutoring. PBL method in class versus CLL | Nursing ethics classes: university in Taiwan |
| Loke and Chow (2007) [23] | Qualitative
Focus groups and individual interviews | Cooperative learning | Second/third year student nurses: university in Hong Kong |
| Morris and Turnbull (2004) [26] | Qualitative evaluation
Focus group interviews, field notes | Peer tutoring | 3-year undergraduate nursing course in the UK |
| Ozturk et al. (2008) [28] | Qualitative
Descriptive, analytical | PBL versus CLL | Fourth year undergraduate student nurses from two universities in Izmir, Turkey |
| Rideout et al. (2002) [29] | Quantitative survey
Cross-sectional analytical design | PBL versus CLL | Baccalaureate school of nursing and CLL programme in Canada |
| Roberts (2008) [18] | Qualitative
Interpretive ethnographic | Informal peer learning | Undergraduate students over a three-year course in a range of acute settings including intensive care, general surgical, rehabilitation, and medical wards in the UK |
| Siu et al. (2005) [30] | Quantitative
Descriptive, correlation survey design | PBL versus CLL | Two universities in Ontario, Canada |
| Tiwari et al. (2006) [31] | Mixed methods
Random controlled trial and survey | PBL versus CLL | First year student nurses: university in Hong Kong |
|
