Content area
Background:
Peer tutoring enhances academic success and confidence in nursing students. Effective peer tutoring requires preparation, focusing on teaching and learning modalities to equip tutors with the necessary skills, knowledge, and confidence.
Method:
Utilizing a backward-design approach, this project developed and implemented an evidence-based peer tutor training program to improve peer tutors' confidence in their knowledge and skills in teaching other students. The training included asynchronous modules on key tutoring principles and one in-person simulated session. Undergraduate baccalaureate nursing students who met the criteria and were interested in tutoring completed the training.
Results:
Confidence in peer tutoring was measured using pre- and postsurveys. Peer tutors reported a 43% increase in confidence and demonstrated improved tutoring skills.
Conclusion:
Evidence-based preparation enhances tutors' knowledge, confidence, and competency, enabling them to teach other students.
Nursing school attrition rates have a significant impact on health care, which is currently facing a critical nursing shortage. Attrition rates hinder students' academic goals and contribute to the shortage of graduates eligible for licensure. Many aspects impact nursing program completion. Factors that affect student success at a small, Midwest, private, prelicensure baccalaureate program include recent decreases in applicants, lower grade point averages in prerequisite courses, and increased mental health and accommodation needs. The first-semester attrition rates are a significant concern, increasing from 18%, to 22%, to 35% in the most recent semester.
Berlin et al. (2024) suggest that the United States needs to more than double the number of new graduates entering the nursing workforce annually for 3 years to meet the demand. Without changes to current care delivery models, a gap of 200,000 to 450,000 nurses nationwide was expected in 2025 (Berlin et al., 2024). Considering retirement and workforce exits, employment projections indicate a need for 193,100 openings for registered nurses in the United States annually through 2032 (American Association of Colleges of Nursing, 2024). Student success strategies that address attrition in nursing schools are essential to combating the nursing shortage.
According to the literature, peer tutoring positively impacts many variables as a proactive student success strategy, including academic performance (Choi et al., 2021; Hawkins et al., 2022), confidence (Hawkins et al., 2022; Şengül et al., 2022), anxiety and stress (McKenna & French, 2011; Şengül et al., 2022), relationship building (Şengül et al., 2022; Smith & Bultas, 2020), retention, and study skills (Kim et al., 2021). However, peer tutoring has a more significant impact when preceded by peer tutor training (Choi et al., 2021; Hawkins et al., 2022; Smith & Bultas, 2020).
While the literature did not describe explicit, structured peer tutor training programs, it frequently mentioned topics of practical peer tutor training. These topics included communication and feedback skills (Davis & Richardson, 2017; Şengül et al., 2022), facilitating group tutoring (Davis & Richardson, 2017; Kramer et al., 2018), teaching and learning principles (Hawkins et al., 2022; Kim et al., 2021), formatting tutor sessions (Hawkins et al., 2022; Kim et al., 2021), and academic success and barrier strategies (Kim et al., 2021; Kramer et al., 2018).
Considerations when implementing peer tutor training included the length of orientation, modality, and training structure. Training durations reported in the literature ranged from 2 to 5 hours (Hawkins et al., 2022; Kim et al., 2021). Creating a hybrid modality that combines asynchronous learning for peer tutors with in-person participation increases engagement (Burgess et al., 2023). The ideal group tutor-to-student ratio ranges from 1:4 to 1:6 (Kramer et al., 2018).
Current literature guided the development and implementation of this evidence-based peer tutor training program. The goal of the program was to enhance peer tutors' confidence in their knowledge and competence in teaching other students at a small, Midwest, private, prelicensure baccalaureate nursing (BSN) program.
Method
The project involved students from a private BSN program in the Midwest. Participants had completed at least one semester, maintained a 3.0 nursing grade point average (Şengül et al., 2022), earned a B or higher in the tutored course (Hawkins et al., 2022; Kramer et al., 2018), and received a faculty recommendation (Şengül et al., 2022). Five students were identified: four from the traditional BSN program and one from the accelerated online BSN program, all in their third semester.
The peer tutor training curriculum was designed using the Understanding by Design® framework, commonly referred to as backward design (McTighe & Wiggins, 2012). This framework involves three stages: identifying desired learning outcomes, creating assessments to measure progress, and planning learning experiences to achieve these outcomes (Table A; available in the online version of this article). Based on the asynchronous online modality of the first four training modules, learning activities were developed or procured for the students to complete at a pace that aligns with their schedules within a 4-week period. The activity outline was developed using topics from the literature. Learning instruction and resources included teaching and learning models, priority frameworks, videos, evidence-based literature, mini case studies, micro-lectures, and campus student success resources. The fifth module included information for the simulated tutor session, accompanied by a script that guided the simulation to ensure tutors could demonstrate competency in applying the knowledge and skills acquired through the peer tutor training (Table A).
Table A
Training Program Outline With Module Topics and Resources
| About This Program | CLO1.1 Program Objective: Students will report improved confidence in peer tutoring upon completion of the training. |
| Program Overview | □ This evidence-based peer tutor training program is designed to improve your confidence in academically tutoring your peers. Training peer tutors (you) is essential to successfully implementing a peer tutor program. |
| □ Know this: Peer tutoring positively impacts student success variables, including academic performance, confidence, anxiety/stress, self-efficacy, relationship building, retention, study skills, and attitudes toward nursing school. | |
| □ Benefits for YOU: As peer tutors, you will gain skills that transfer directly into your professional practice, such as preceptor skills, capabilities in team and leadership roles, networking, enhanced communication, and improved confidence. | |
| □ Before starting the Modules, please complete a pre-program survey. | |
| □ After the completion of Module 5, please complete the post-program survey. | |
| □ Motivational note to the Tutor: Trust that you do not need to know everything; you aim to guide the student to find the right approach. Perfection is not a prerequisite for tutoring. Let this advice guide you as you complete these modules. |
| Module 1 – Teaching & Learning Success Strategies | |
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| Module 1 – Overview | Module 1 – Overview |
| Introduction | |
| 1.1 Resources | The main goal of tutoring is to help them learn how to learn the material. This module provides participants with an overview of approaches and key tips for how adults learn and learning theories that guide teaching in the academic setting. Topics covered include study tips, note-taking, critical thinking, adult learning theories, and nursing frameworks. |
| 1.2 Quiz | |
| Module 1 – Conclusion | Learning Objectives: By the end of peer tutor training Module 1, students will: |
| LO1.1 Summarize the foundational teaching-learning principles for adult learners in nursing education. | |
| LO1.2 Implement effective learning strategies appropriate to support academic achievement. | |
| LO1.3 Utilize various questioning techniques, including open-ended and probing questions, to promote critical thinking and comprehension in tutoring sessions. | |
| 1.1 Resources (create an LMS Studio video that reviews the resources) | |
Priority Frameworks
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Learning strategies
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| View: | |
| Stop Studying. Start Learning - Justin Sung - TEDxUOA [14.53] | |
| A Comprehensive Guide to Adult Learning Theories [14:42] | |
| How to Read Your Textbooks More Efficiently [7:28] | |
| Taking Notes: Crash Course Study Skills #1 [8:51] | |
| Studying for Exams: Crash Course Study Skills #7 [8:59] | |
| 1.2 Quiz (with answers and rationales) (To be developed) | |
| □ Module quizzes will be case-based and knowledge-based on the information provided in the resources. The goal of these quizzes is for the student to achieve a score of 100%. The number of attempts will be tracked for quality improvement. Formative feedback will be embedded in the quiz feedback to direct the student to accurate information. | |
| Module 1 – Conclusion | |
| Module 1 is complete! This module provided many key tips for how adults learn and some learning theories that guide teaching in the academic setting. Topics covered include study tips, note-taking, critical thinking, adult learning theories, and nursing frameworks. In Module 2, we will build on our tutor skills by reviewing the role of feedback and communication within the learning process. | |
| Module 2 – Feedback & Communication Frameworks | |
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| Module 2 – Overview | Module 2 – Overview |
| Introduction | |
| 2.1 Resources | This module explores the role of feedback and communication within the learning process, the barriers to these processes, and practical guidelines for facilitating feedback, with opportunities to practice. |
| 2.2 Quiz | |
| Module 2 – Conclusion | Learning Objectives: By the end of peer tutor training Module 2, students will: |
| LO2.1 Analyze effective strategies for providing feedback in the tutor setting. | |
| LO2.2 Implement constructive feedback techniques that enhance learning outcomes. | |
| 2.1 Resources (create an LMS Studio video that reviews the resources) | |
| □ View: The Secret to Giving Great Feedback (YouTube) [5:02] | |
| □ Read: How to Give and Receive Feedback Effectively | |
| Hardavella, G., Aamli-Gaagnat, A., Saad, N., Rousalova, I., & Sreter, K. B. (2017). How to give and receive feedback effectively. Breathe (Sheffield, England), 13(4), 327–333. https://doi.org/10.1183/20734735.009917 | |
| 2.1 Quiz (with answers and rationales) (To be developed) | |
| □ Module quizzes will be case-based and knowledge-based on the information provided in the resources. The goal of these quizzes is for the student to achieve a score of 100%. The number of attempts will be tracked for quality improvement. Formative feedback will be embedded in the quiz feedback to direct the student to accurate information. | |
| Module 2 – Conclusion | |
| You have completed another peer tutor training module! Your dedication to helping others learn is remarkable and appreciated. This module discussed the role of feedback and communication within the learning process, the barriers to these processes, and practical guidelines for facilitating feedback. It will give you more tools in your tutoring toolbelt as you head into Module 3 about tutoring styles. | |
| Module 3 – Individual & Group Tutoring Styles | |
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| Module 3 – Overview | Module 3 – Overview |
| Introduction | |
| 3.1 Resources | This module provides participants an overview of approaches and tips to effectively manage and improve learner engagement when facilitating small groups and teaching healthcare topics to peers. |
| 3.2 Quiz | |
| Module 3 - Conclusion | Learning Objectives: By the end of peer tutor training Module 3, students will: |
| LO3.1 Differentiate between individual and group tutoring by analyzing their distinct characteristics. | |
| LO3.2 Develop a tutoring session based on course objectives and concepts. | |
| LO3.3 Facilitate collaborative learning by encouraging active participation where all group members feel valued and heard. | |
| 3.1 Resources (create an LMS Studio video that reviews the resources) | |
| Best Practices of Highly Effective Tutors [6:28] https://youtu.be/RsbqtMOAgg8?si=OopEtWXLLG6DyFDD | |
| Smith, S., & Bultas, M. (2020). Group-based peer tutoring among university undergraduate nursing students: enhanced teaching-learning through group discussion. International Journal of Nursing Student Scholarship, 7, 1–6. | |
| 3.2 Quiz (with answers and rationales) (To be developed) | |
| □ Module quizzes will be case-based and knowledge-based on the information provided in the resources. The goal of these quizzes is for the student to achieve a score of 100%. The number of attempts will be tracked for quality improvement. Formative feedback will be embedded in the quiz feedback to direct the student to accurate information. | |
| Module 3 – Conclusion | |
| Whether working with individuals or groups, how you engage with the learner is key to their success. Encouraging active participation in a supportive environment will let the student(s) know that you value their input about their learning. With Module 3 complete, you will move into Module 4, which tackles the many aspects of academic wellness. | |
| Module 4 – Academic Wellness | |
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| Module 4 – Overview | Module 4 – Overview |
| Introduction | |
| 4.1 Resources | This module provides participants with an overview of areas that impact academic wellness, such as test anxiety and time management. Student support services and self-care practices will be reviewed to guide students' academic success. |
| 4.2 Quiz | |
| Module 4 - Conclusion | Learning Objectives: By the end of peer tutor training Module 4, students will: |
| LO4.1 Identify available campus student support services (SSS). | |
| LO4.2 Recognize indicators of academic stress and advocate for effective self-care practices. | |
| LO4.3 Evaluate the effectiveness of time management strategies. | |
| 4.1 Resources (create an LMS Studio video that reviews the resources) | |
School of Nursing – General Information for All Students (LMS) | |
| How to Manage College Stress [6:45] (YouTube) | |
| 4.2 Quiz (with answers and rationales) (To be developed) | |
| □ Module quizzes will be case-based and knowledge-based on the information provided in the resources. The goal of these quizzes is for the student to achieve a score of 100%. The number of attempts will be tracked for quality improvement. Formative feedback will be embedded in the quiz feedback to direct the student to accurate information. | |
| Module 4 – Conclusion | |
| You did it! Module 4 is complete! You now have many more resources to share during your peer tutoring experiences (and some that might even help you along your academic journey). Remember that there is no “one way” to be successful in your courses. Some strategies take trial and error to find what works best for you and the students you tutor. Resources are always a click away! | |
| Module 5 will allow you to put into practice what you have learned so far. | |
| Module 5 – Simulated Tutoring | |
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| Module 5 – Overview | Module 5 – Overview |
| Introduction | |
| 5.1 Resources | After completing Modules 1–4, you will now be allowed to practice what you have learned. Utilizing the Peer Tutoring Handbook created from resources in each module, you will conduct a 30-minute peer tutor group session. The peer tutor faculty coordinator will schedule the session and provide you with some coaching before this final assessment. |
| 5.2 Assignment | |
| Module 5 - Conclusion | Learning Objectives: By the end of peer tutor training Module 5, students will: |
| LO5.1 Demonstrate proficiency in conducting a peer tutoring session by integrating key components derived from the peer tutor training modules. | |
| 5.1 Resources (create an LMS Studio video that reviews the resources) | |
| The faculty coordinator will give the script to the volunteer students (tutees) at least 24 hours before the tutor's Module 5 assessment. The faculty coordinator will view the tutor session via a one-way mirror. The tutor assessment session will occur when all parties are available. | |
| 5.2 Assignment | |
| Attach the Simulated Tutoring Script for the Tutor and Tutees | |
| Attach the Rubric | |
| Module 5 – Conclusion | |
| Congratulations! The Peer Tutor Training Modules are complete. This evidence-based peer tutor training program is designed to improve your confidence in academically tutoring your peers. Remember, peer tutoring positively impacts student success variables, including academic performance, confidence, anxiety/stress, self-efficacy, relationship building, retention, study skills, and attitudes toward nursing school. At the same time, you gain skills that transfer directly into your professional practice, such as preceptor skills, capabilities in team and leadership roles, networking, enhanced communication, and improved confidence. | |
| Please complete the post-program survey here (insert). | |
After developing learning objectives based on topics from the literature, assessment tools were designed to measure the knowledge gained, competence demonstrated, and self-reported confidence in serving as a peer tutor. Students completed five to six knowledge check questions at the end of each module and were given unlimited time and attempts to achieve proficiency.
Once all asynchronous training was completed, the students were placed in a simulated tutoring scenario. Two reviewers independently graded the simulated tutoring scenario using a rubric that evaluated the peer tutor's ability to integrate critical skill components from the training modules across multiple learning objectives (Table B; available in the online version of this article). Any discrepancies in the evaluation were discussed, and consensus was reached. Students received immediate feedback after their simulated tutor session. Four students participated in person, and one completed an online tutor session using a video-conferencing platform.
Table B
Grading Rubric for Peer Tutor Simulation Scenario
| LO1.2: Implement Learning Strategies | Implements various effective strategies that significantly enhance understanding of fluid and electrolyte concepts and engagement in learning. | Implements effective strategies that enhance understanding of fluid and electrolyte concepts and engagement in learning. | Implements some strategies with limited impact on understanding fluid and electrolyte concepts and engagement in learning. | Strategies implemented are ineffective or inappropriate. |
| LO1.3: Utilize Questioning Techniques | Effectively uses a variety of open-ended and probing questions to promote critical thinking and comprehension throughout the session on fluids and electrolytes. | Uses open-ended and probing questions to promote critical thinking and comprehension, with some effectiveness. | Uses limited questioning techniques with inconsistent effectiveness in promoting critical thinking and comprehension. | Uses questioning techniques that do not promote critical thinking or comprehension. |
| LO2.2: Implement Feedback Techniques | Implements constructive feedback with peers that demonstrates clear understanding and effectively supports learning objectives related to fluid and electrolytes. | Implements constructive feedback with peers that generally supports learning objectives related to fluid and electrolytes. | Implements feedback with some areas lacking clarity or effectiveness in supporting learning objectives related to fluid and electrolytes. | Feedback implementation lacks clarity and does not support learning objectives related to fluid and electrolytes. |
| LO3.2: Develop Tutoring Session | Develops a comprehensive tutoring session plan that aligns well with course objectives related to fluid and electrolytes and effectively addresses key concepts. | Develops a tutoring session plan that aligns with course objectives related to fluid and electrolytes and adequately addresses key concepts. | Develops a session plan with some gaps in alignment with course objectives related to fluid and electrolytes or addressing key concepts. | The session plan development does not align with the course objectives related to fluids and electrolytes and does not effectively address key concepts. |
| LO3.3: Facilitate Collaborative Learning | Facilitates collaborative learning effectively by encouraging active participation and ensuring all group members feel valued and heard throughout the session on fluid and electrolytes. | Facilitates collaborative learning by encouraging active participation and generally ensuring all group members feel valued and heard. | Facilitates collaborative learning with some instances of inactive participation or group members not feeling valued or heard. | Facilitation of collaborative learning is ineffective, with minimal active participation and group members not feeling valued or heard. |
| LO4.1: Utilize Student Support Services | Effectively identifies and explains available campus student support services (SSS) relevant to student needs. | Identifies campus student support services (SSS) with clarity and relevance to student needs. | Identifies some campus student support services (SSS) with limited clarity or relevance to student needs. | Unable to accurately identify campus student support services (SSS) or relevance to student needs. |
| LO4.2: Recognize Academic Stress and Self-Care | Recognizes indicators of academic stress effectively related to studying fluid and electrolytes and advocates for self-care practices that are appropriate and supportive. | Recognizes indicators of academic stress related to studying fluid and electrolytes and advocates for self-care practices that are generally appropriate and supportive. | Recognizes some indicators of academic stress related to studying fluid and electrolytes with limited advocacy for self-care practices. | Recognition of indicators of academic stress related to studying fluid and electrolytes is unclear or inaccurate, and advocacy for self-care practices is inadequate. |
| LO4.3: Evaluate Time Management Strategies | Evaluates time management strategies comprehensively related to studying fluid and electrolytes, demonstrating an understanding of their effectiveness and suggesting improvements where necessary. | Evaluates time management strategies related to studying fluid and electrolytes with clarity, demonstrating an understanding of their effectiveness and suggesting improvements. | Evaluates time management strategies related to studying fluid and electrolytes with some gaps in understanding their effectiveness or suggestions for improvements. | Evaluation of time management strategies related to studying fluid and electrolytes is superficial or inaccurate, and suggestions for improvements are inadequate. |
Confidence was measured pre- and postintervention using a self-rated tool based on the learning objectives and inspired by the peer tutor confidence survey by Burgess et al. (2023), as no valid, reliable tool specific to peer tutor training programs was available in the literature. The 12-item survey used a seven-point Likert scale and was administered anonymously via Qualtrics, ensuring participants' confidentiality (Table C; available in the online version of this article). Furthermore, participants were solicited for responses to guided open-ended questions via email. The guided questions included the strengths, opportunities, and barriers to the training program's sustainability. The institutional review board approved the implementation of this project. All participants voluntarily enrolled, and informed consent was obtained prior to participation.
Table C
Confidence Survey Questions With Pre- and Post–Seven-Point Likert Averages and Percentages of Change
| I am confident in developing a tutoring session based on course objectives and concepts. | 4.0 | 6.6 | +65 % |
| I am confident in identifying available campus student support services. | 4.2 | 6.8 | +62 % |
| I am confident in implementing effective learning strategies that support academic achievement. | 4.2 | 6.6 | +57 % |
| I am confident in differentiating between individual and group tutoring by analyzing their distinct characteristics. | 4.0 | 6.2 | +55 % |
| I am confident in demonstrating proficiency in conducting a peer tutoring session. | 4.3 | 6.4 | +49 % |
| I am confident in implementing constructive feedback techniques that enhance learning outcomes. | 4.4 | 6.2 | +40 % |
| I am confident about the foundational teaching-learning principles for adult learners in nursing education. | 4.6 | 6.2 | +35 % |
| I am confident in analyzing effective strategies for providing feedback in the tutor setting. | 4.3 | 5.8 | +35 % |
| I am confident utilizing various questioning techniques, including open-ended and probing questions, to promote critical thinking and comprehension in tutoring sessions. | 4.8 | 6.4 | +33 % |
| I am confident in facilitating collaborative learning by encouraging active participation where all group members feel valued and heard. | 5.0 | 6.6 | +32 % |
| I am confident in evaluating the effectiveness of time management strategies. | 5.0 | 6.6 | +32 % |
| I am confident in recognizing indicators of academic stress and advocating for effective self-care practices. | 5.0 | 6.4 | +28 % |
| Average | 4.48 | 6.4 | +43 % |
Note. This table presents the average responses from the surveyed participants (n = 5) regarding the learning outcomes of the peer tutor training program. This survey was created to assess student confidence in peer tutoring. The questions included are inspired by those found in the self-made surveys by Burgess et al. (2023).
Results
Preimplementation survey data were obtained to assess initial confidence levels in peer tutoring of prelicensure nursing students. A 4-week evidence-based peer tutor training curriculum was implemented, and postimplementation data were gathered within 1 week, measuring participants' confidence in tutoring based on training course objectives. Additional measurements included knowledge checks for the training modules, an evaluation rubric for the simulated peer tutoring, and postimplementation guided open-ended questions.
The survey questions and the corresponding average pre- and postconfidence levels are shown in Table C. While four of the five students rated their preintervention confidence in the 12 categories between “strongly disagree” and “agree,” one reported “agree” to all categories but one. The average preconfidence score on the seven-point Likert scale was 4.48. All students scored 100% on the brief knowledge checks, which covered the key concepts of each module. The simulation rubric measured the tutor's skill-based learning outcomes. All scores between the two raters were consistent, with no more than a one-point variance. The area in which students demonstrated competence at a nearly above average rating was the ability to implement effective learning strategies that support academic achievement. The lowest average ranking was their demonstrated ability to identify available campus student support services.
Postsurvey results indicated an overall improvement in tutoring confidence. The average change in confidence scores for individual students on the seven-point scale ranged from 0.8 to 2.8, indicating pre- and postconfidence score variability. Four survey questions showed an increase in percentage of change ranging from 55% to 65%. These areas were implementing effective learning strategies that support academic achievement, differentiating between group and individual tutoring sessions, developing tutor sessions based on learning objectives and concepts, and confidence in identifying available campus student support services. Overall confidence in demonstrating proficiency in conducting a peer tutor session increased by 49%.
All other survey questions increased from 28% to 40%. Notably, the category with the least amount of pre- and post-change was their confidence in recognizing indicators of academic stress and advocating for effective self-care practices. Four students started with elevated confidence levels in this category (Table C).
Guided open-ended questions provided additional insight for the potential implementation of a peer tutor training program. Multiple students reported that tutoring reinforced their study strategies and learning techniques. When asked about the strengths of tutor training, students shared that the modules were concise, included valuable information, and adequately outlined the role and expectations of the peer tutor. Furthermore, the students appreciated the holistic academic approach, which included wellness, stress management, campus resources, and time management.
As an area for opportunity when implementing peer tutor training, students reported that having a practice run or mock video of a tutor session would give them more confidence going into the simulation. They also felt that having some troubleshooting resources or “frequently asked questions” during peer tutoring would make them more confident. While the participants identified no barriers to implementing peer tutor training, they did identify barriers to peer tutoring if this training were implemented in their School of Nursing. Students reported that finding time in their busy schedules and the lack of compensation could potentially deter them from tutoring.
Discussion
Peer tutoring is often implemented as a strategy for academic success; however, tutors need training to enhance their confidence in tutoring peers (Kramer et al., 2018; McKenna & French, 2011). Although initial confidence scores were close to “somewhat agree,” the project still significantly increased confidence for these tutors. Of interest was the confidence in identifying available campus student support services, which was reported as one of the highest pre- and postsurvey increases of 62%. However, students demonstrated lower observed competency in this category during the tutoring sessions.
A concept for further exploration is that confidence did not translate into competence. Identifying campus student support services is a skill that may be best observed and measured in a more realistic setting than a simulated script. The knowledge checks were initially created for assessments but evolved into a learning modality, as students received immediate feedback on their responses. While the knowledge checks achieved 100% on the first attempts, considerations can be given to revise these questions to improve rigor and provide value-added feedback to enhance learning.
Although the project included a scripted peer tutoring session that addressed all the training's skill-based learning objectives, students indicated that they would benefit from a practice run with feedback if the project were achieved in the School of Nursing. Consideration should be given to allow peers to tutor in an environment where they can be observed and given feedback as part of their training.
Most project participants expressed the value of the training as an investment in their academic success. They valued helping those who followed them in the nursing program and viewed the training as a valuable resource that improved their confidence in tutoring their peers. Success for the tutor and their peers can be the driving force behind this evidence-based nursing education practice change.
Positive tutor outcomes, such as improved academic performance (Kramer et al., 2018; Smith & Bultas, 2020), confidence (Kramer et al., 2018; McKenna & French, 2011), and teaching and leadership skills (Kramer et al., 2018), will maintain student interest, as all these skills are transferable into professional practice. Implementing tutor training requires a dedicated champion, preferably someone in an administrative role who understands the impact of retention on the program and the health care system. A course that is transferable, easily updated, and requires minimal resources improves the sustainability of the peer tutor training program.
This project offers an evidence-based topic outline that others can adapt to meet their program's specific needs. One limitation is the number of participants, as the outcome data may change with a larger sample size; another is the absence of an established, valid, and reliable tool to directly measure the confidence gained from tutor training.
Conclusion
Retention efforts for nursing students require robust academic support. Students are concerned with retention due to its implications for degree completion and educational costs. Student success has a profound impact on health care and the nursing workforce. Preparing tutors with evidence-based teaching and learning modalities enhances their knowledge, confidence, and competency to tutor their peers, thereby improving the overall academic success of nursing students.
From Collge of Nursing, The Ohio State University, Columbus, Ohio.
Disclosure: The authors have disclosed no potential conflicts of interest, financial or otherwise.
Address correspondence to Tracy J. Koehler, DNE, RN, via email: [email protected].
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