Peer Support in Skills Training of Undergraduate Nursing Students at the International Level: An Evaluation of a Teaching and Learning Method

Objective: This study aimed to evaluate the peer support method in skills training for first-year nursing students, including both local and international students. Material and Methods: This mixed-methods study included nursing students enrolled in an undergraduate nursing program at a foundation university in Turkey (n=106), who received nursing education in English. The study employed an intervention and control group (Standard Group, n=52; Peer Support Group, n=54) during the Spring Semester of the 2023-2024 academic year. Skills in calculating parenteral drug dose and withdrawing the calculated dose from a pre-diluted ready-to-use vial (Skill 1), and administering an intramuscular injection (Skill 2) were addressed. A focus group interview was conducted with intervention group participants (n=10) to assess their experiences with the method. Results: The study participants comprised 80.2% females, 67.0% local, and 33.0% international students. Although skill exam scores were higher in the PSG, there was no statistically significant difference between the groups (Overall score, p=0.382; Skill 1, p=0.797; Skill 2, p=0.189). The correct calculation step of Skill 1 had a low score in both groups (p=0.254). The level of satisfaction with this method among the intervention group was 9.07±1.26. Qualitative responses were grouped into the following main categories: "Safety and Comfort," "Teaching and Learning," "Motivation," "Communication," "Knowledge and Experience," and "Process Management." Conclusion: The scores of Skills 1 and 2 can generally be interpreted as being at a moderate level. Although there was no statistically significant difference, the scores favored the intervention group.