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Published (Version of record)CC BY V4.0, Open Access
Published (Version of record)CC BY V4.0, Open
Journal article
Peer-Assisted Learning for First-Year Nursing Student Success and Retention: Findings from a Regional Australian Study
Nursing reports, Vol.15(7), pp.1-15
10/07/2025
Appears in Recent Faculty of Health Publications
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Abstract
Background/Objectives: In Australia, attrition rates in undergraduate nursing degrees have been increasing nationally. The aim of this study was to explore if and how clinical laboratory-based peer-assisted learning (PAL) improved the first-year nursing student learning experience and retention at a regional university. A further aim was to explore any perceived benefits for third-year student participants.
Methods: This is a descriptive study design. The study recruited eight third-year nursing students (named ‘LabPALs’) offering support to 42 first-year nursing students during their self-directed laboratory practice sessions. The first-year students included a high percentage of mature aged and ‘first in family’ students. Over an eight-week period, LabPALs provided peer support for up to four students per one-hour practice session. Unit grade outcomes were compared with students not exposed to the PAL sessions. Both the LabPAL mentors and first-year participants were asked to evaluate their experience.
Results: It was found that PAL project participation was associated with higher completion rates when compared with non-participation. When combined with exposure to their experienced peers’ perspectives and support, participation was associated with academic success. Thematic analysis found that first-year nursing students reported developing both ‘confidence’ and ‘competence’ in their laboratory learning spaces. The third-year LabPAL students reported skills gained in facilitating peer learning and perceived their experience as very rewarding.
Conclusions: This research suggests that PAL enhances clinical laboratory learning among undergraduate nursing students.
Details
- Title
- Peer-Assisted Learning for First-Year Nursing Student Success and Retention: Findings from a Regional Australian Study
- Creators
- Andrew Woods - Southern Cross UniversityFiona Lotherington - Southern Cross UniversityPaula Steffensen - Southern Cross UniversityTheane Theophilos - Southern Cross University
- Publication Details
- Nursing reports, Vol.15(7), pp.1-15
- Publisher
- MDPI; BASEL
- Grant note
- This pilot study was supported by the University’s Higher Education Participation and Partnership Programme (HEPPP) Project Funding. The HEPPP provides government funding to universities to support activities to improve access to undergraduate courses for people from low SES backgrounds.
- Identifiers
- 991013297053402368
- Copyright
- © 2025 by the authors.
- Academic Unit
- Nursing; Faculty of Health
- Language
- English
- Resource Type
- Journal article
- Local Fields
- Original Research - SoLT