Abstract:

This pilot study was developed to create an engaging, competency-based simulation skills lab experience for undergraduate nursing students guided by the Healthcare Simulation Standards of Best Practices and the Rapid Cycle Deliberate Practice (RCDP) framework. A mixed-methods design was used with quantitative data collected using the TLP-SE survey and the Laerdal SimCapture Enterprise System benchmarks. Qualitative data was gathered through focus groups and thematic analysis. Students participated in repeated skill practice sessions incorporating self, peer, and faculty feedback. No statistically significant differences were found in TLP-SE scores pre- and post-implementation. However, SimCapture benchmarks and qualitative feedback indicated increased student confidence, productivity, and appreciation for repeated practice.

Peer and self-evaluations were consistently higher than faculty assessments, highlighting the need for structured peer feedback training. Students valued the RCDP framework and competency-based structure, despite initial challenges with technology. The competency-based simulation lab, supported by RCDP and peer feedback, fostered a positive learning environment and skill development. While peer feedback cannot replace faculty expertise, it can enhance learning when supported by clear rubrics and structured training. Future improvements should include enhanced orientation to feedback techniques and technology, and further research on anonymous peer evaluations and faculty efficiency.Peer and self-evaluations were consist

Learning Objectives:

1. Understand the impact of using peer-to-peer evaluation in a nursing sim lab setting.
2. Identify benefits and challenges to Rapid Cycle Deliberate Practice (RCDP) for nursing skills lab setting.
3. Identify benefits and challenges when utilizing technology to enhance learning environments for nursing skills.