Rush, Sue, Firth, Terry, Burke, Linda and Marks-Maran, Di (2012) Implementation and evaluation of peer assessment of clinical skills for first year student nurses. Nurse Education in Practice, 12 (4). pp. 219-226. ISSN 1471-5953 (doi:https://doi.org/10.1016/j.nepr.2012.01.014)

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Abstract

Enabling student nurses to learn and develop evidence-based clinical skills is the cornerstone of nursing education programmes. This article describes the implementation of a peer assessment scheme for clinical skills within a skills laboratory in a university school of nursing, and the link between peer assessment and clinical skills development. This was a qualitative evaluative study that used questionnaires for data collection and was undertaken on one cohort of students. Findings showed that nearly half of all the statements made by students were about the positive impact of PACS on their skills learning. Students identified giving and receiving peer feedback, reflection and working with peers in small groups as being particularly valuable in clinical skills learning. Increased confidence was also a dominant finding as was the value of repeated practice in a simulation setting on skills development. This study supports some of the previous literature related to use of simulation and peer assessment but the discussion presented in this article also highlights that the findings of this study contradicts other findings in the literature. What makes this study unique is its contribution to the literature is the link that was established by students between the peer-assessment process and clinical skills learning.

Item Type:	Article
Additional Information:	[1]Article first online 21 February 2012
Uncontrolled Keywords:	clinical skills, simulation, peer assessment, pre-registration education Adult learning
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education R Medicine > RT Nursing
Pre-2014 Departments:	School of Health & Social Care
Related URLs:	Publisher Organisation
Last Modified:	14 Oct 2016 09:19
URI:	http://gala.gre.ac.uk/id/eprint/7804

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