Evaluating the Effectiveness of Peer Learning Strategies in Enhancing Clinical Competence in Nursing Education

Posted: Jul 01, 2017

• Valeria Brooks
• Eloise Jenkins
• Eli Zimmerman

Abstract

The preparation of competent nursing professionals represents a critical imperative within contemporary healthcare education, particularly given the increasing complexity of patient care environments and evolving healthcare delivery models. Traditional approaches to clinical education in nursing have predominantly emphasized instructor-supervised experiences, wherein students develop skills under the direct guidance of clinical faculty or preceptors. While this model has demonstrated historical efficacy, emerging challenges including limited clinical placement availability, faculty shortages, and the need for scalable educational approaches have prompted critical examination of alternative pedagogical strategies. Peer learning, defined as the acquisition of knowledge and skill through active helping and supporting among status equals or matched companions, offers a promising alternative that merits rigorous investigation within nursing education contexts. This research addresses a significant gap in the current literature by systematically evaluating the effectiveness of structured peer learning methodologies in developing comprehensive clinical competence among nursing students. Unlike previous investigations that have primarily focused on isolated skills or short-term outcomes, this study employs a comprehensive approach to assessing clinical competence across multiple domains including technical proficiency, clinical judgment, therapeutic communication, and professional behaviors. The novelty of this investigation lies in its integration of quantitative performance metrics with rich qualitative data, providing nuanced insights into the mechanisms through which peer interactions facilitate clinical learning and professional development.