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Anne Pegram1, Carol Fordham-Clarke1

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Summary
This summary is machine-generated.

First-year nursing students improved clinical skills and confidence through a peer learning program. This voluntary scheme reduced anxiety before their objective structured clinical examination (OSCE).

Keywords:
Clinical skillsNurse educationObjective structured clinical examinationPeer learning

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Area of Science:

  • Nursing Education
  • Clinical Skills Development
  • Student Learning Strategies

Background:

  • First-year nursing students often experience stress related to clinical skills assessments.
  • Objective Structured Clinical Examinations (OSCE) are a common, yet anxiety-provoking, summative assessment in nursing.
  • Peer learning offers a potential strategy to support student preparation and confidence.

Purpose of the Study:

  • To evaluate the impact of a voluntary peer learning scheme on first-year nursing students' clinical skills, anxiety, and self-confidence.
  • To explore the experiences of both first-year and senior nursing students participating in the peer learning initiative.
  • To assess the potential of peer learning as a supportive educational strategy within nursing curricula.

Main Methods:

  • A voluntary peer learning scheme was implemented for first-year nursing students preparing for an OSCE.
  • Senior nursing students acted as peer tutors, providing instruction and feedback.
  • Student self-reported outcomes regarding clinical skills, anxiety, and confidence were collected.

Main Results:

  • First-year students reported improved clinical skills, reduced anxiety, and increased self-confidence.
  • Participants valued the non-threatening learning environment and constructive feedback provided by peers.
  • Senior students perceived the scheme as beneficial preparation for future mentoring roles.

Conclusions:

  • Peer learning is an effective strategy for enhancing first-year nursing students' clinical skills and reducing assessment-related anxiety.
  • The scheme fostered a supportive learning environment, boosting student confidence.
  • Further research and wider curriculum integration of peer learning in nursing education are recommended.