Methods: Students who served as peer teachers give informed consent to participate in one-to-one structured interviews. This qualitative data is coded and analyzed to determine themes identified by peer teachers.
Results: Preliminary results show that serving as a peer teacher was a universally positive experience, with participants sharing details of professional and personal growth. Peer teachers feel increased confidence, believe their critical thinking skills have improved, and develop leadership skills in serving as a teacher and role model for underclassmen. Participants shared that working as a peer teacher required them to think more deeply and critically in preparing to serve as a peer expert. Peer teachers relate that their abilities in communication, teamwork and socialization are enhanced. They noted that the role required them to be reflective in their communication and led to a greater self-awareness. Peer teachers report a greater feeling of connection with underclassmen as a result of the experience. They provide a supportive environment for students in the nursing skills lab and are able to empathize with the anxieties experienced by students learning nursing skills. Peer teachers discussed a new interest in working as a nurse educator as well as a greater appreciation for the complex work of educators. Minimal negative comments have been noted.
Conclusion: Serving as a peer teacher is beneficial to senior nursing students in promoting personal and professional growth. Peer teachers believe that the experience was very positive and helped better prepare them for the nursing practice role they will soon be assuming.