{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,28]],"date-time":"2026-07-28T11:59:03Z","timestamp":1785239943243,"version":"3.55.0"},"reference-count":20,"publisher":"Wiley","issue":"7","license":[{"start":{"date-parts":[[2026,7,17]],"date-time":"2026-07-17T00:00:00Z","timestamp":1784246400000},"content-version":"vor","delay-in-days":16,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,7,1]],"date-time":"2026-07-01T00:00:00Z","timestamp":1782864000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Nursing Open"],"published-print":{"date-parts":[[2026,7]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Aim<\/jats:title>\n                    <jats:p>To synthesise nursing students' experiences of peer support during clinical practice.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Design<\/jats:title>\n                    <jats:p>A qualitative meta\u2010synthesis.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>We searched the Cochrane Library, Embase, PubMed, Web of Science, CNKI, Wanfang and VIP databases for qualitative studies exploring nursing students' experiences of peer support, up to 11 September 2024. The Joanna Briggs Institute Qualitative Appraisal and Review Instrument was used to assess methodological quality, and findings were synthesised using a thematic synthesis approach.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Ten studies were included. From 35 extracted findings, eight categories were developed and further synthesised into two overarching themes: (1) benefits of peer support for nursing students, and (2) challenges associated with peer support experiences.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Peer support in clinical practice offers meaningful benefits\u2014including enhanced confidence, emotional support and skill development\u2014but also presents challenges related to mentor competence, interpersonal dynamics and reduced hands\u2010on practice. Structured programme design and mentor preparation are essential to maximise benefits while mitigating risks.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Implications for Nursing Practice<\/jats:title>\n                    <jats:p>The findings suggest that peer support should be formally integrated into clinical placement designs to enhance student learning and well\u2010being. In nursing education, structured peer mentoring programmes with clear role definitions and preparatory training for mentors are recommended to improve support quality. For clinical practice settings, regular supervision and monitoring are needed to safeguard students from over\u2010dependence on peers and to ensure that peer support complements, rather than replaces, hands\u2010on clinical learning opportunities.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Patient or Public Contribution<\/jats:title>\n                    <jats:p>No patient or public contribution.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/nop2.70693","type":"journal-article","created":{"date-parts":[[2026,7,17]],"date-time":"2026-07-17T07:16:57Z","timestamp":1784272617000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Nursing Students' Experiences of Peer Support During Clinical Practice: A Qualitative Meta\u2010Synthesis"],"prefix":"10.1002","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7037-3043","authenticated-orcid":false,"given":"Lianhua","family":"Xu","sequence":"first","affiliation":[{"name":"Department of Nursing Wuxi Higher Health Vocational Technology School  Wuxi China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yunhua","family":"Hou","sequence":"additional","affiliation":[{"name":"Department of Nursing Wuxi Higher Health Vocational Technology School  Wuxi China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Wei","family":"Xiang","sequence":"additional","affiliation":[{"name":"Department of Nursing Wuxi Higher Health Vocational Technology School  Wuxi China"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,7,17]]},"reference":[{"key":"e_1_2_13_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nepr.2021.103169"},{"key":"e_1_2_13_3_1","doi-asserted-by":"publisher","DOI":"10.1515\/ijnes-2012-0026"},{"key":"e_1_2_13_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nedt.2018.03.014"},{"key":"e_1_2_13_5_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2702.2009.02981.x"},{"key":"e_1_2_13_6_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nedt.2024.106234"},{"key":"e_1_2_13_7_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0020-7489(02)00092-5"},{"key":"e_1_2_13_8_1","doi-asserted-by":"publisher","DOI":"10.4102\/hsag.v9i2.165"},{"key":"e_1_2_13_9_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.mnl.2023.03.013"},{"issue":"15","key":"e_1_2_13_10_1","first-page":"2699","article-title":"Potential Profiling of Mental Health Literacy and Its Relationship With Psychological Resilience in Nursing Trainees","volume":"37","author":"Hao J. 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