title: Impact of peer teaching on nursing students: perceptions of learning environment, self-efficacy, and knowledge.
abstract: BACKGROUND
  Peer teaching has been shown to enhance student learning and levels of self efficacy.
  
  
  OBJECTIVE
  The purpose of the current study was to examine the impact of peer-teaching learning experiences on nursing students in roles of tutee and tutor in a clinical lab environment.
  
  
  METHODS
  This study was conducted over a three-semester period at a South Central University that provides baccalaureate nursing education.
  
  
  METHODS
  Over three semesters, 179 first year nursing students and 51 third year nursing students participated in the study.
  
  
  METHODS
  This mixed methods study, through concurrent use of a quantitative intervention design and qualitative survey data, examined differences during three semesters in perceptions of a clinical lab experience, self-efficacy beliefs, and clinical knowledge for two groups: those who received peer teaching-learning in addition to faculty instruction (intervention group) and those who received faculty instruction only (control group). Additionally, peer teachers' perceptions of the peer teaching learning experience were examined.
  
  
  RESULTS
  Results indicated positive response from the peer tutors with no statistically significant differences for knowledge acquisition and self-efficacy beliefs between the tutee intervention and control groups. In contrast to previous research, students receiving peer tutoring in conjunction with faculty instruction were statistically more anxious about performing lab skills with their peer tutor than with their instructors. Additionally, some students found instructors' feedback moderately more helpful than their peers and increased gains in knowledge and responsibility for preparation and practice with instructors than with peer tutors.
  
  
  CONCLUSIONS
  The findings in this study differ from previous research in that the use of peer tutors did not decrease anxiety in first year students, and no differences were found between the intervention and control groups related to self efficacy or cognitive improvement. These findings may indicate the need to better prepare peer tutors, and research should be conducted using more complex skills.
authors.affiliation: Loyola University New Orleans, 6363 St. Charles Avenue, New Orleans, LA 70118, United States. Electronic address: kbb@loyno.edu.
authors.forename: Kim B
authors.initials: KB
authors.lastname: Brannagan
authors.forename: Amy
authors.initials: A
authors.lastname: Dellinger
authors.forename: Jan
authors.initials: J
authors.lastname: Thomas
authors.forename: Denise
authors.initials: D
authors.lastname: Mitchell
authors.forename: Shirleen
authors.initials: S
authors.lastname: Lewis-Trabeaux
authors.forename: Susan
authors.initials: S
authors.lastname: Dupre
mesh_terms: D000293:Adolescent; D000328:Adult; D001007:Anxiety / Q000523:psychology; D001291:Attitude of Health Personnel; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008875:Middle Aged; D010379:Peer Group; D020377:Self Efficacy; D012931:Social Environment; D013338:Students, Nursing / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching