An investigation into students performance of invasive and non-invasive procedures on each other in classroom settings.

A belief that pre-registration nursing programmes in the United Kingdom were not adequately equipping students with fundamental clinical skills has led to increasing interest in alternative methods for developing students’ practical skills, as an adjunct to their placement experiences.

Whilst recent literature offers insight into the operational aspects of developing and running clinical skills facilities in higher education institutions, there is limited evidence regarding the types of procedures taught, or the risks and benefits to students practising these procedures on each other. This study therefore sought to identify the current status of peer-practised learning within pre-registration nurse education.

A survey approach was adopted and questionnaires were sent to all Higher Education Institutes delivering pre registration nursing and midwifery programmes in the United Kingdom (n=72). Ethical approval was acquired and principles of strict confidentiality were adhered to throughout. Both quantitative and qualitative data were obtained. Quantitative data were analysed using SPSS (version 11.5), and qualitative data were systematically scrutinised for emerging themes.

The findings support the notion that peer-practised learning in the classroom setting is a desirable method of teaching and learning core clinical skills from a teacher perspective. However, notable inconsistencies in the range of procedures students are allowed to perform on each other were found. The mechanisms of risk assessment and concept of consent were also found to be decidedly variable.