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1- Pharmacodynamics Research Team ERP, Laboratory of Pharmacology and Toxicology, Faculty of Medicine and Pharmacy, University Mohammed V in Rabat, BP 6203 Rabat, Morocco , ad.bani82@gmail.com
2- Faculty of educational sciences, Mohammed V University, Rabat, Morocco
3- Research and Innovation Laboratory in Health Science, Faculty of Medicine and Pharmacy, Ibn Zohr University, Agadir, Morocco
4- Pharmacodynamics Research Team ERP, Laboratory of Pharmacology and Toxicology, Faculty of Medicine and Pharmacy, University Mohammed V in Rabat, BP 6203 Rabat, Morocco
2- Faculty of educational sciences, Mohammed V University, Rabat, Morocco
3- Research and Innovation Laboratory in Health Science, Faculty of Medicine and Pharmacy, Ibn Zohr University, Agadir, Morocco
4- Pharmacodynamics Research Team ERP, Laboratory of Pharmacology and Toxicology, Faculty of Medicine and Pharmacy, University Mohammed V in Rabat, BP 6203 Rabat, Morocco
Abstract: (5 Views)
Background & Objective. Peer learning is increasingly recognized as a central strategy in competency-based nursing education, enhancing knowledge construction, clinical reasoning, communication skills, and learner autonomy. In Morocco, however, its use remains limited by traditional teaching approaches and structural constraints. This study aimed to explore the factors that influence peer learning among first-cycle polyvalent nursing students at the Higher Institute of Nursing Professions and Health Techniques in Marrakech.
Materials & Methods. A qualitative descriptive study was conducted from February to June 2024. Using purposive sampling, 80 participants were recruited and included: 60 second- and third-year nursing students who participated in six focus group discussions and 20 nurse educators who completed individual semi-structured interviews. The interview guides were pilot-tested, and all sessions were audio-recorded with participants’ consent, transcribed verbatim, and translated when necessary. Data were analyzed using a six-phase thematic analysis approach, combining an initial framework of analytical domains with inductive development of codes and subthemes. Trustworthiness was strengthened through data-source triangulation, member checking, audit trails, reflexive journaling, and independent coding by two researchers.
Results. The analysis was organized into three overarching domains: (1) Student-related factors: low intrinsic motivation, dissatisfaction with teaching methods, absenteeism, professional identity, learning prerequisites and prior experience with peer learning. (2) Educator-related factors: limited training in cooperative pedagogy, inconsistent group-formation strategies, and varying levels of facilitative teaching engagement. (3) Pedagogical environment–related factors: material shortages, insufficient study spaces, overcrowded classrooms, socio-affective tensions, language barriers, heavy workload, continuous assessments, and scheduling constraints. A codebook and integrative matrix highlighted how these multilevel factors interact to shape peer-learning practices.
Conclusion. In this context, peer learning functions mainly as a student-initiated adaptive practice rather than as a structured pedagogical approach. Its implementation is constrained by motivational, pedagogical, and institutional factors. The findings suggest that strengthening peer learning may require formal curricular integration, educator training, improved learning environments, and supportive institutional policies.
Materials & Methods. A qualitative descriptive study was conducted from February to June 2024. Using purposive sampling, 80 participants were recruited and included: 60 second- and third-year nursing students who participated in six focus group discussions and 20 nurse educators who completed individual semi-structured interviews. The interview guides were pilot-tested, and all sessions were audio-recorded with participants’ consent, transcribed verbatim, and translated when necessary. Data were analyzed using a six-phase thematic analysis approach, combining an initial framework of analytical domains with inductive development of codes and subthemes. Trustworthiness was strengthened through data-source triangulation, member checking, audit trails, reflexive journaling, and independent coding by two researchers.
Results. The analysis was organized into three overarching domains: (1) Student-related factors: low intrinsic motivation, dissatisfaction with teaching methods, absenteeism, professional identity, learning prerequisites and prior experience with peer learning. (2) Educator-related factors: limited training in cooperative pedagogy, inconsistent group-formation strategies, and varying levels of facilitative teaching engagement. (3) Pedagogical environment–related factors: material shortages, insufficient study spaces, overcrowded classrooms, socio-affective tensions, language barriers, heavy workload, continuous assessments, and scheduling constraints. A codebook and integrative matrix highlighted how these multilevel factors interact to shape peer-learning practices.
Conclusion. In this context, peer learning functions mainly as a student-initiated adaptive practice rather than as a structured pedagogical approach. Its implementation is constrained by motivational, pedagogical, and institutional factors. The findings suggest that strengthening peer learning may require formal curricular integration, educator training, improved learning environments, and supportive institutional policies.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2025/12/4 | Accepted: 2026/07/4
Received: 2025/12/4 | Accepted: 2026/07/4
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