Abstract
Near-peer teaching (NPT) involves senior students teaching junior students from the same discipline (Zheng & Wang, 2022). While NPT is integrated extensively in medicine, it recently gained traction in nurse education (Irvine et al., 2018). Near-peer teaching in classrooms/laboratories has been found to enhance senior nursing students’ leadership and teaching skills and junior nursing students’ knowledge and psychomotor skills (Irvine et al., 2018; Zhang et al., 2022). Less is known about its integration in nursing students’ clinical placements (Pierce et al., 2024), nor its influence on their self-efficacy beliefs, both essential to future clinical performance (Abusubhiah et al., 2023).
This study aimed to develop an evidence-based NPT model for clinical placement to enhance nursing students' self-efficacy beliefs.
Senior (Year 3) and junior (Year 1) Australian nursing students were allocated to an NPT clinical placement for 10 days in a hospital. Senior students taught junior students. At the start and end of placement, students completed self-efficacy in clinical performance and teaching scales. After placement, students were interviewed. Surveys were analysed with SPSS. Interview transcripts were thematically analysed. both were integrated into an NPT clinical placement model to enhance nursing students’ self-efficacy beliefs.
Senior students’ self-efficacy in clinical performance (p < .001) and teaching (p < .001) increased significantly; as did junior students’ clinical performance (p < .001). Senior interview participants reported increased confidence to teach and perform clinical activities, which was enhanced by prior peer teaching experience, adequate NPT preparation, repeatedly engaging in teaching during placement and receiving positive feedback. Junior students had gains in clinical performance and valued meeting senior peers before NPT. Practicing skills repeatedly and clarifying uncertainties with senior peers during placement enhanced confidence. Insights informed the creation of an NPT model, identifying activities that can be integrated before, during and after clinical placement to support students’ self-efficacy beliefs.
NPT participation in clinical placement enhances nursing students’ self-efficacy beliefs, which are essential to future performance. An NPT model for clinical placement may support nursing/health professional educators from various countries to implement high-quality NPT experiences that prepare them for professional practice.
Notes
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References:
Abusubhiah, M., Walshe, N., Creedon, R., Noonan, B., & Hegarty, J. (2023). Self-efficacy in the context of nursing education and transition to practice as a registered practitioner: A systematic review. Nursing Open, 10(10), 6650–6667. https://doi.org/10.1002/nop2.1931
Irvine, S., Williams, B., & McKenna, L. (2018). Near-peer teaching in undergraduate nurse education: An integrative review. Nurse Education Today, 70, 60-68. https://doi.org/10.1016/j.nedt.2018.08.009
Pierce, B., van de Mortel, T., Allen, J., & Mitchell, C. (2024). The influence of near-peer teaching on undergraduate health professional students’ self-efficacy beliefs: A systematic integrative review. Nurse Education Today, 143, 106377. https://doi.org/10.1016/j.nedt.2024.106377
Zhang, H., Liao, A. W. X., Goh, S. H., Wu, X. V., & Yoong, S. Q. (2022). Effectiveness of peer teaching in health professions education: A systematic review and meta-analysis. Nurse Education Today, 118, 105499. https://doi.org/10.1016/j.nedt.2022.105499
Zheng B., & Wang, Z. (2022). Near-peer teaching in problem-based learning: Perspectives from tutors and tutees. PLoS One, 17(12), e0278256. https://doi.org/10.1371/journal.pone.0278256
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Teaching and Learning Strategies, Workforce, Transition to Practice or Onboarding, Teaching Methods, Peer Teaching, Self-Efficacy, Clinical Education, Nursing Education
Recommended Citation
Pierce, Beth; van de Mortel, Thea; and Allen, Jeanne, "Developing a Near-Peer Teaching Clinical Placement Model to Enhance Students’ Self-Efficacy Beliefs" (2026). International Nursing Research Congress (INRC). 276.
https://www.sigmarepository.org/inrc/2026/presentations_2026/276
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-09-16
Developing a Near-Peer Teaching Clinical Placement Model to Enhance Students’ Self-Efficacy Beliefs
Toronto, Ontario, Canada
Near-peer teaching (NPT) involves senior students teaching junior students from the same discipline (Zheng & Wang, 2022). While NPT is integrated extensively in medicine, it recently gained traction in nurse education (Irvine et al., 2018). Near-peer teaching in classrooms/laboratories has been found to enhance senior nursing students’ leadership and teaching skills and junior nursing students’ knowledge and psychomotor skills (Irvine et al., 2018; Zhang et al., 2022). Less is known about its integration in nursing students’ clinical placements (Pierce et al., 2024), nor its influence on their self-efficacy beliefs, both essential to future clinical performance (Abusubhiah et al., 2023).
This study aimed to develop an evidence-based NPT model for clinical placement to enhance nursing students' self-efficacy beliefs.
Senior (Year 3) and junior (Year 1) Australian nursing students were allocated to an NPT clinical placement for 10 days in a hospital. Senior students taught junior students. At the start and end of placement, students completed self-efficacy in clinical performance and teaching scales. After placement, students were interviewed. Surveys were analysed with SPSS. Interview transcripts were thematically analysed. both were integrated into an NPT clinical placement model to enhance nursing students’ self-efficacy beliefs.
Senior students’ self-efficacy in clinical performance (p < .001) and teaching (p < .001) increased significantly; as did junior students’ clinical performance (p < .001). Senior interview participants reported increased confidence to teach and perform clinical activities, which was enhanced by prior peer teaching experience, adequate NPT preparation, repeatedly engaging in teaching during placement and receiving positive feedback. Junior students had gains in clinical performance and valued meeting senior peers before NPT. Practicing skills repeatedly and clarifying uncertainties with senior peers during placement enhanced confidence. Insights informed the creation of an NPT model, identifying activities that can be integrated before, during and after clinical placement to support students’ self-efficacy beliefs.
NPT participation in clinical placement enhances nursing students’ self-efficacy beliefs, which are essential to future performance. An NPT model for clinical placement may support nursing/health professional educators from various countries to implement high-quality NPT experiences that prepare them for professional practice.
Description
Near-peer teaching (NPT) involves senior students teaching junior students from the same discipline Little is known about the integration of NPT into nursing students’ clinical placements, nor its influence on students’ self-efficacy beliefs, both of which contribute to future clinical performance. This study aimed to develop an evidence-based near-peer teaching model for clinical placement to enhance undergraduate nursing students' self-efficacy beliefs.