Effectiveness of Peer-to-Peer Clinical Skills ‘Mop-Up’ Sessions: Developing Confidence for First Clinical Placement in Year 1 Undergraduate Nursing Students [PGCAPHE Action Research Project]

TY - CONF

T1 - Effectiveness of Peer-to-Peer Clinical Skills ‘Mop-Up’ Sessions

T2 - University of Dundee Scholarship Conference 2025

AU - Anil, Jaiby

A2 - Smith, Julie

A2 - Duke-Williams, Emma

A2 - Holme, Richard

A2 - Srinivasan, Sundar

A2 - Spark, Gordon

A2 - Martindale, Linda

A2 - Kinnear, Susan

N1 - © 2025 The Author.

PY - 2025/10/6

Y1 - 2025/10/6

N2 - Clinical skills acquisition is a fundamental component of undergraduate nursing education, significantly influencing students’ confidence and ability to deliver safe, effective patient care. This Action Research Project (ARP) explores the effectiveness of a peer-to-peer clinical skills “mop-up” session implemented at the University of Dundee in December 2023 for first-year nursing students. The primary aim was to evaluate whether these sessions enhanced students’ confidence in performing clinical skills before their first clinical placement in January 2024. The study employed a quantitative methodology using a Likert-scale questionnaire distributed to students from both Dundee and Kirkcaldy campuses who attended the sessions. A total of 36 completed responses were collected and analysed. Findings revealed that the majority of students strongly agreed that the sessions were relevant to their preparation, improved their confidence, and supported the practice of clinical skills they found challenging. These results suggest that peer-to-peer sessions provided a safe, supportive, and non-judgmental environment that encouraged skill repetition, open dialogue, and peer feedback—key factors in building confidence and reducing anxiety. The study highlights several benefits of peer-to-peer learning, including enhanced knowledge retention, improved student collaboration, and increased preparedness for clinical environments. However, challenges such as the absence of real patient interactions and the potential lack of peer authority were also acknowledged. In conclusion, this ARP provides empirical support for integrating peer-to-peer learning into nursing education. It recommends continued use and further research into the long-term impact of such sessions on student competence and patient care. By fostering a culture of support and engagement, peer-led sessions can play a vital role in bridging the gap between classroom teaching and clinical practice, helping to develop confident and competent nursing professionals.

AB - Clinical skills acquisition is a fundamental component of undergraduate nursing education, significantly influencing students’ confidence and ability to deliver safe, effective patient care. This Action Research Project (ARP) explores the effectiveness of a peer-to-peer clinical skills “mop-up” session implemented at the University of Dundee in December 2023 for first-year nursing students. The primary aim was to evaluate whether these sessions enhanced students’ confidence in performing clinical skills before their first clinical placement in January 2024. The study employed a quantitative methodology using a Likert-scale questionnaire distributed to students from both Dundee and Kirkcaldy campuses who attended the sessions. A total of 36 completed responses were collected and analysed. Findings revealed that the majority of students strongly agreed that the sessions were relevant to their preparation, improved their confidence, and supported the practice of clinical skills they found challenging. These results suggest that peer-to-peer sessions provided a safe, supportive, and non-judgmental environment that encouraged skill repetition, open dialogue, and peer feedback—key factors in building confidence and reducing anxiety. The study highlights several benefits of peer-to-peer learning, including enhanced knowledge retention, improved student collaboration, and increased preparedness for clinical environments. However, challenges such as the absence of real patient interactions and the potential lack of peer authority were also acknowledged. In conclusion, this ARP provides empirical support for integrating peer-to-peer learning into nursing education. It recommends continued use and further research into the long-term impact of such sessions on student competence and patient care. By fostering a culture of support and engagement, peer-led sessions can play a vital role in bridging the gap between classroom teaching and clinical practice, helping to develop confident and competent nursing professionals.

U2 - 10.20933/100001446

DO - 10.20933/100001446

M3 - Paper

Y2 - 2 September 2025 through 3 September 2025

ER -