Building Self-perceived Confidence through Occupational Therapy and Nursing Student Peer Teaching

Document Type (Journals)

Original Research

Abstract

Peer teaching, which is student-to-student instruction, has emerged as a promising pedagogical strategy in higher education, yet it remains underexplored in health professions curricula. While traditional professor-led instruction remains the predominant model, peer teaching may offer comparable or enhanced outcomes, particularly in fostering students’ self-perceived confidence and active learning. This study examined the impact of peer teaching on nursing students’ self-perceived confidence in applying ergonomic principles and performing safe patient handling techniques, as instructed by occupational therapy students. Additionally, the study assessed occupational therapy students’ self-perceived confidence in measuring vital signs following instruction provided by nursing students. Using a quasi-experimental design, the study incorporated both quantitative and qualitative analyses. Occupational therapy students led instructional sessions for nursing students, who completed pre- and post-intervention surveys and occupational therapy students completed surveys after nursing students led instructional sessions for occupational therapy students. Quantitative data were analyzed using descriptive statistics, one-way ANOVA, and paired t-tests to measure changes in self-perceived confidence levels. Statistically significant improvements were observed following the intervention (p < .001). The ANOVA revealed a strong effect of the ergonomics-focused and vital sign instruction on self-perceived confidence (F(3, 69) = 46.873, p < .001), indicating meaningful differences between pre- and post-intervention scores. These findings support peer teaching as an effective, interprofessional pedagogical approach that enhances student self-perceived confidence and engagement in clinical skills. The study highlights the potential of structured, peer-led instruction within interprofessional education models to advance student preparedness in nursing and occupational therapy programs.

Biography

Jennifer Tokash, OTD, OTR/L, FNAP is an OT, educator, and leader with over 28 years of experience in clinical practice, rehabilitation leadership, and academic instruction. She serves as Interim Director of the Post-Professional OTD program & AFWC at Touro University. Jennifer champions interprofessional education and inclusive learning environments, bringing people together to cultivate collaborative spaces where diverse perspectives are valued. Her scholarly work focuses on peer teaching across health professions, exploring how shared learning builds both competency and relationships that support real-world collaboration. As an AOTA FWECP instructor and NYSOTA liaison, she engages at institutional and state levels to shape future health professionals. Jennifer believes that human connection drives creativity, strengthens teams, and leads to better outcomes—making collaboration not just effective, but essential in healthcare education and practice.

Melissa Nolan, MSOT, OTR/L was a student occupational therapist at the time of this study who graduated with an MSOT from Pace University in December of 2025. Her interests are in acute adult rehabilitation and school-based OT.

Jamie Bittiger, MSOT, OTR/L was a student occupational therapist at the time of this study who graduated with an MSOT from Pace University in December of 2025. Her interests are in acute adult and pediatric neuro rehabilitation.

Jessica Wagoner, MSOT, OTR/L was a student occupational therapist at the time of this study who graduated with an MSOT from Pace University in December of 2025. Her interests are in both adult inpatient rehabilitation and school-based practice.

John Damaio, PhD, OTR/L is an occupational therapy educator, researcher, and innovator specializing in assistive technology, rehabilitation, and inclusive learning. He earned his PhD in Health Related Sciences with a concentration in Occupational Therapy from Virginia Commonwealth University, his MS in Occupational Therapy from Dominican College, and his AS in Occupational Therapy Assistant from Union County College. He has been recognized with the Dean’s Award for Outstanding Teaching from Pace University’s College of Health Professions, induction into the Dominican College Alumni Hall of Achievement, and the Distinguished Service Award from the Speech and Hearing Association of the Hudson Valley. His scholarly work spans seating and mobility, sensory processing, technology innovation, and occupational therapy education.

Michele Lopez, DHEd, MA, RN, CNE, CHES, CDE is an Assistant Professor in the College of Health Professions at Pace University. She was awarded the prestigious Macy grant for accessibility and inclusion in nursing education. Dr. Lopez teaches across undergraduate programs, specializing in medical-surgical nursing and evidence-based practice.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Tokash, J. A., Nolan, M., Bittiger, J., Wagoner, J., Damiao, J., & Lopez, M. (2026). Building Self-perceived Confidence through Occupational Therapy and Nursing Student Peer Teaching. Journal of Occupational Therapy Education, 10 (2). Retrieved from https://encompass.eku.edu/jote/vol10/iss2/3