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Teaching is a key role for nurses in contemporary clinical practice. Consequently, peer-assisted learning continues to gather momentum in nursing education in tertiary and professional education settings. In this study, we investigated the factor structure of the Peer Teaching Experience Questionnaire when completed by a group of nursing undergraduates from a large Australian university. Data from the 14-item Peer Teaching Experience Questionnaire completed by third year undergraduate nursing students were analyzed using factor analysis. A total of 257 final (third)-year undergraduate nursing students participated in the study. Factor analysis of the 14 items revealed three factors with eigenvalues above 1, accounting for 47.3% of the total variance. Items with loadings greater than ± 0.40, with the factor in question, were used to characterize the factor solutions. Findings from the exploratory factor analysis provide preliminary results that the Peer Teaching Experience Questionnaire has adequate dimensionality and reliability.

US states have enacted a wide range of laws to address health challenges associated with alcohol use during pregnancy. Some have taken punitive approaches that restrain women's behavior, and some have taken supportive approaches aimed at improving women's health and supporting healthy pregnancies. In this article we report on a study of implementation of supportive and punitive policies when both types of policies operate simultaneously in the same jurisdiction. Effects of mixed use laws on multiple stakeholder groups, especially pregnant and postpartum women, are studied. We conclude by identifying how our findings can be extended for future comparative state research.