Peer-Assisted Learning With Simulation for Examination and Transition Success.

Area of Science:

• Nursing Education
• Health Professions Education
• Simulation-Based Learning

Background:

• Prelicensure nursing students require effective preparation strategies for programmatic exit and national licensure examinations.
• Anxiety is a common concern for nursing students facing high-stakes assessments.
• Integrating innovative teaching methods is crucial for enhancing student readiness.

Purpose of the Study:

• To explore prelicensure baccalaureate nursing students' perceptions of peer-assisted learning combined with simulation-based education.
• To assess the impact of these combined strategies on readiness for programmatic exit and national examinations.
• To identify opportunities for integrating peer learning and simulation in transition-to-practice programs.

Main Methods:

• Convergent parallel mixed-methods study design.
• Involved a nonprobability convenience purposive sample of 17 prelicensure baccalaureate nursing students.
• Data collected on student perceptions and readiness for examinations.

Main Results:

• Prelicensure nursing students demonstrated readiness to engage in peer-assisted learning strategies.
• Simulation-based education combined with peer learning effectively enhanced preparation for programmatic and licensure examinations.
• Varied levels of anxiety were reported by students but did not impede engagement.

Conclusions:

• Peer-assisted learning integrated with simulation-based education is a viable strategy for preparing nursing students for licensure.
• Healthcare educators can leverage findings on anxiety and teaching preferences to optimize transition-to-practice programs.
• This approach offers a valuable model for enhancing nursing student preparedness in the current healthcare landscape.