title: Implementing peer learning to prepare students for OSCEs.
abstract: First-year nursing students undertaking a first-year clinical skills module were given an opportunity to take part in a voluntary peer learning scheme, where they would learn from more senior students. It was envisaged this would help the students prepare for the module's summative assessment-an objective structured clinical examination (OSCE), which students can find stressful. The first-year students found peer learning helped them improve clinical skills, reduced anxiety and increased their self-confidence, and they appreciated the non-threatening learning environment and constructive feedback. The more senior students felt it helped prepare them for their mentoring role after registration. Incorporating peer learning more widely into the curriculum would allow it to be evaluated in more depth.
authors.affiliation: Lecturer, Florence Nightingale Faculty of Nursing and Midwifery, King's College London.
authors.forename: Anne
authors.initials: A
authors.lastname: Pegram
authors.affiliation: Lecturer, Florence Nightingale Faculty of Nursing and Midwifery, King's College London.
authors.forename: Carol
authors.initials: C
authors.lastname: Fordham-Clarke
mesh_terms: D001291:Attitude of Health Personnel; D002983:Clinical Competence / Q000592:standards*; D004521:Educational Measurement; D005246:Feedback; D006801:Humans; D010379:Peer Group; D010380:Peer Review; D011214:Practice, Psychological; D013338:Students, Nursing; D006113:United Kingdom
keywords: Clinical skills; Nurse education; Objective structured clinical examination; Peer learning