Peer-Led Simulation-Based Education for the Pathophysiology Curriculum

Oct 15, 2026

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Bridging theoretical pathophysiology knowledge with practical application remains a central challenge in the curriculum. A pilot study evaluated peer-led, simulation-based learning through a 1-hour workshop for undergraduate pathophysiology students at one institution. Students completed the National League for Nursing Student Satisfaction and Self-Confidence in Learning Scale. Survey results showed strong satisfaction (mean 4.68, SD 0.47) and self-confidence (mean 4.54, SD 0.47), with over 90% reporting agree or strongly agree responses. Peer-led simulation appears effective for improving satisfaction and self-confidence, with further research needed.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Introduction

PERSPECTIVES ON TEACHING EDUCATOR Journal of the Human Anatomy and Physiology Society Volume 30, Issue 1 | April, 2026 [https://doi.org/10.21692/haps.2026.010](https://doi.org/10.21692/haps.2026.010) Peer-Led Simulation-Based Education for the Pathophysiology Curriculum Jonathan Uebelhor DNP1,2, Anna Gouwens BSN2, Maureen J. Emlund MSN1, and Allyson A. West PhD1 1 Borra College of Health Sciences, Dominican University, River Forest, IL, USA 2 Elizabeth T. MacNeil School of Nursing, Dominican University, River Forest, IL, USA [Corresponding Author:](Corresponding Author: juebelhor@dom.edu)[ ](Corresponding Author: juebelhor@dom.edu)[juebelhor@dom.edu](Corresponding Author: juebelhor@dom.edu) Abstract A key challenge in the pathophysiology curriculum is bridging the gap between theoretical knowledge and practical application. Simulation-based learning, specifically peer-led models, may offer a promising approach to enhance the educational experience for pathophysiology students. Participants in this pilot study were undergraduate students who were enrolled in a pathophysiology course at a single institution who completed a 1-hour peer-led simulation-based workshop. The National League for Nursing’s Student Satisfaction and Self-Confidence in Learning Scale (0-5 with higher score representing a more positive response) was administered to evaluate students’ perception of the peer-led simulation experience. Analysis of survey responses demonstrated that peer-led simulation was positively received by students with a mean (standard deviation) score for satisfaction with current learning of 4.68 (0.47) and for self-confidence in learning of 4.54 (0.47) . High levels of satisfaction and self-confidence with were reported for this method of instruction with >90% of respondents stating “agree” or “strongly agree”. Findings of this study suggest that peer-led simulation is an effective strategy to promote student satisfaction and self-confidence with pathophysiology coursework. Future studies should evaluate whether the implementation of peer-led simulation experiences within the pathophysiology curriculum enhances knowledge and academic success. [https://doi.org/10.21692/haps.2026.010](https://doi.org/10.21692/haps.2026.010) [Key words:](Key words: pathophysiology)[ pathophysiology](Key words: pathophysiology), [peer-led](peer-led) learning, simulation Introduction Simulation-based education is broadly integrated into curricula in the health sciences as an instructional tool to emulate clinical environments ( [Elendu et. al](Elendu et. al)., 2024) . Specifically, high-fidelity simulation provides enhanced realism and interactivity while in a controlled environment for learners (Meakim et al., 2013). These immersive experiences are intended to bridge the gap from theoretical learning to clinical practice. Learning models featuring high-fidelity simulation, defined by a realistic representation of a healthcare environment using computerized patient simulators, promote a deeper level of analytical reasoning, self-efficacy and motivation (Hanshaw & Dickerson, 2020) . In undergraduate nursing education programs, high-fidelity simulation has been demonstrated to enhance knowledge acquisition and improve student performance (Vangone et al., 2024) . However, data on the potential to enhance the learning experience in prerequisite courses, such as pathophysiology, are limited. Providing exposure to simulation in the pathophysiology curriculum offers experiential learning opportunities within a realistic clinical environment in order to improve competencybased learning outcomes. Developing and implementing a simulation-based curriculum for pathophysiology may further benefit from a peer-led instructional model. Specifically, peer-led learning offers academic and social benefits that may promote engagement and improve critical thinking in undergraduate students ([Choi et. al](Choi et. al)., 2021). In a peer-led instr

FAQs

What problem does the pathophysiology curriculum address in this study?

The study targets the gap between theoretical pathophysiology knowledge and practical application through simulation-based learning.

What learning intervention was implemented for participants?

Undergraduate students completed a 1-hour peer-led simulation-based workshop as part of a pathophysiology course at one institution.

How were student outcomes measured and what were the main results?

Outcomes were measured using the National League for Nursing Student Satisfaction and Self-Confidence in Learning Scale, yielding high satisfaction (4.68) and self-confidence (4.54), with over 90% agreeing or strongly agreeing.

Oct 15, 2026

Upload by Eliana