Author Identifier (ORCID)
Gideon U. Johnson: https://orcid.org/0000-0001-9950-074X
Sachini Thennakoon: https://orcid.org/0009-0001-1949-3496
Mayumi Kumarage: https://orcid.org/0009-0003-9183-3111
Emy Toutountzis: https://orcid.org/0009-0001-9900-1710
Lisa Whitehead: https://orcid.org/0000-0002-6395-0279
Abstract
Aim: To explore how peer-led initiatives can enhance connection, belonging and sustainability within higher degree by research (HDR) nursing and midwifery programmes. Background: HDR study can be an isolating experience, often characterised by fragmented support and limited opportunities for structured peer learning. While institutions provide formal mechanisms for supervision and progress, less attention has been given to student-led approaches that cultivate inclusive scholarly communities and sustained peer engagement. Design: Collaborative autoethnographic case study. Methods: HDR student representatives and academic staff at Edith Cowan University, Australia (2022–2024), reflected collaboratively on the design, implementation and impact of peer-led initiatives, including monthly hybrid meetings, the “PhD BUDD” mentoring system, digital peer networks (Teams, WhatsApp, Facebook) and an annual HDR symposium. Reflexive narratives were jointly analysed to identify shared insights and challenges. Findings: Three key insights emerged: (1) intentional structure and planning sustain peer support and continuity; (2) hybrid and informal spaces foster inclusive engagement across distance and discipline; and (3) student–staff co-leadership can catalyse educational and cultural change within HDR communities. Conclusions: Peer-led HDR initiatives can complement institutional supports by embedding peer learning, relational care and community building in nursing and midwifery research education. By modelling a reflective, participatory and multivocal approach to doctoral development, this study advances inclusive educational practice and offers practical, transferable strategies for fostering belonging, collegiality and sustainability in postgraduate research environments.
Keywords
Collaborative autoethnography, higher degree by research, hybrid learning communities, nursing and midwifery, peer support, student–staff partnerships
Document Type
Journal Article
Date of Publication
3-1-2026
Volume
92
Publication Title
Nurse Education in Practice
Publisher
Elsevier
School
School of Nursing and Midwifery
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Johnson, G. U., Thennakoon, S., Kumarage, M., Toutountzis, E., & Whitehead, L. (2026). Reimagining peer-led support in doctoral nursing and midwifery education: A collaborative autoethnographic case study. Nurse Education in Practice, 92, 104778. https://doi.org/10.1016/j.nepr.2026.104778