Author(s):
Divya K. M., Ajit V. Deshpande
Email(s):
divyakm35@gmail.com , ajitd76@gmail.com
DOI:
10.52711/2454-2660.2026.00008 
Address:
Divya K. M.1, Ajit V. Deshpande2
1Professor, MES College of Nursing, Ghanekhunt-Lote, Tal-Khed, District - Ratnagiri, MS., India.
2Associate Professor, MES College of Nursing, Ghanekhunt-Lote, Tal - Khed, District - Ratnagiri, MS., India.
*Corresponding Author
Published In:
Volume - 14,
Issue - 1,
Year - 2026
ABSTRACT:
Peer-Assisted Learning (PAL) is an emerging educational strategy in nursing education aimed at enhancing both academic and clinical competencies. This study investigates the impact of PAL on academic performance and clinical skill development among nursing students. Academic performance is understood as a student's ability to comprehend and retain theoretical knowledge, while clinical performance involves the practical application of this knowledge in real healthcare settings. Given the interdependence between these domains, innovative teaching methods like PAL are essential to better prepare nursing students for real-world challenges. A quantitative, pre-experimental research design was employed for this study, involving 60 nursing students selected through non-probability convenient sampling. Data were collected using a self-structured knowledge retention questionnaire, a clinical skills checklist, and an open-ended perception survey. Pre- and post-intervention scores were analyzed using paired t-tests to evaluate the effect of PAL. The results revealed a significant improvement in academic performance, with mean knowledge scores increasing from 62.4 to 75.6 (p < 0.001). Similarly, clinical performance scores improved from 68.3 to 80.2 (p < 0.001), indicating enhanced practical skills. Furthermore, students' perceptions of PAL were overwhelmingly positive. A majority agreed that PAL helped them understand complex topics better (85%), boosted their confidence in clinical settings (78%), and was more relatable than traditional lectures (72%). Additionally, 90% of participants expressed willingness to recommend PAL for future nursing batches. In conclusion, PAL was found to significantly enhance both academic knowledge retention and clinical competence among nursing students. The positive student feedback also highlights PAL’s acceptability and potential for integration into nursing curricula. This study supports the inclusion of peer-assisted strategies in nursing education to foster active learning, peer collaboration, and improved educational outcomes, ultimately contributing to the development of competent and confident future nurses.
Cite this article:
Divya K. M., Ajit V. Deshpande. Impact of Peer-Assisted Learning on Academic and Clinical Performance in Nursing Education among Nursing Students. International Journal of Nursing Education and Research. 2026;14(1):39-2. doi: 10.52711/2454-2660.2026.00008
Cite(Electronic):
Divya K. M., Ajit V. Deshpande. Impact of Peer-Assisted Learning on Academic and Clinical Performance in Nursing Education among Nursing Students. International Journal of Nursing Education and Research. 2026;14(1):39-2. doi: 10.52711/2454-2660.2026.00008 Available on: https://ijneronline.com/AbstractView.aspx?PID=2026-14-1-8
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