Learning Through Different Perspectives; student nurses and paramedics as casualty actors and peer assessors

At the CRDD, students are immersed in realistic emergency scenarios that challenge not only their clinical skills but also their leadership, communication, teamwork, and commitment to person-centred care. The day brings together nursing and paramedic students, academic staff, and representatives from statutory and voluntary agencies, including the Police Service of Northern Ireland, Northern Ireland Ambulance Service, Northern Ireland Fire and Rescue Service, Royal National Lifeboat Institution, Health Action Training, City of Derry Airport, Medical Services Reserves, St John Ambulance, the Western and Belfast Health and Social Care Trusts, and the British Red Cross. What makes this event particularly distinctive is that learning occurs from various perspectives. The disaster and crisis scenarios encompass a diverse range of local and complex major incidents, including public health emergencies, floods, domestic abuse, explosions, structural collapse, transport disasters, active attacks, refugee camp settings, chemical exposure, fires, and chaotic emergency care environments. While final-year nursing and paramedic students act as responders, first- and second-year students undertake the dual role of casualty actors and peer assessors, creating a rich educational environment where all participants are active contributors to learning.

When reflecting on the CRDD, we realised that evaluations regularly focused on final-year nursing and paramedic students in responder roles. Little attention had been given to the first- and second-year students who participate as casualty actors and peer assessors. Peer assessment is associated with enhanced reflective practice, critical thinking, self-awareness, and professional development in healthcare education (Li et al. 2020; Alqassab et al. 2023). By observing senior students, peer assessors gain insight into leadership, professional behaviours, and person-centred care, supporting professional identity formation (Schutz 2026).