Abstract
Peer-to-peer learning in a prelicensure nursing program allows students to critique one another with decreased stress and anxiety. The use of video recording technology affords students the opportunity to engage in reflective practices of physical assessment and psychomotor skills checkoffs outside of a traditional instructor proctored evaluation session. Students reported improved learning associated with peer-to-peer feedback. Instructor-proctored evaluation, although more authentic, produced more stress and anxiety.
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