Vol. 1, Issue 1, Part A (2024)

Peer-Assisted Learning (PAL) has increasingly been recognized as a valuable strategy in nursing education, combining tutoring, mentorship, and collaborative learning to support student development. In this quasi-experimental classroom-based trial, we evaluated the impact of a structured PAL intervention on clinical competence, stress levels, and professional growth in pre-licensure nursing students. The study involved 150 participants from a university in Delhi, India. Students were randomly allocated to either the PAL group (N=75) or a control group receiving traditional faculty-led instruction (N=75). The PAL cohort underwent six weeks of structured peer facilitation, wherein senior students (years 3-4) received eight hours of tutor training and engaged in weekly peer-led sessions covering clinical case discussions, hands-on psychomotor practice, and stress-coping strategies.
Outcomes were assessed through multiple instruments: Objective Structured Clinical Examinations (OSCEs) evaluated practical competence; the Generalized Anxiety Disorder scale (GAD-7) quantified anxiety; qualitative feedback was captured via focus groups; and leadership and professional identity were surveyed through validated self-report measures. Results revealed a statistically significant enhancement in PAL students’ OSCE scores (mean ± SD = 79.1±5.0%) compared to controls (72.4±6.4%, p<0.001). GAD-7 scores decreased by an average of 4.0 points (from 10.5 to 6.5) in the PAL group a significantly greater reduction than the 0.5-point drop in controls (p<0.01). Qualitative analysis highlighted enhanced peer cohesion, leadership confidence among tutors, and enriched nurse identity formation, alongside minor logistical challenges. These outcomes align with literature demonstrating PAL's effectiveness in reducing anxiety, supporting skill acquisition, and fostering leadership in health professions education.
This study contributes novel evidence within an Indian context, showcasing PAL as a culturally congruent and resource-responsive educational model. Given mounting pressures on faculty resources and the importance of psychosocial support in nursing training, integrating PAL strategies appears both feasible and beneficial. We recommend wider adoption of PAL, supported by dedicated tutor training, oversight, structured reflection, scalability planning and mixed-methods evaluation to ensure sustained impact.