Effect of Peer Teaching on Nursing Students Performance of Clinical Training in Hemodialysis Unit | ||||
| Port Said Scientific Journal of Nursing | ||||
| Article 5, Volume 7, Issue 3, December 2020, Page 81-96 PDF (801.49 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/pssjn.2020.45023.1051 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Amal Eid Shaaban  1; Tarek Mahmoud Shaker Mohamed2
| ||||
| 1Medical-surgical Nursing department-faculty of nursing -Mansoura University | ||||
| 2Medical-surgical Nursing Department, Faculty of Nursing ,Mansoura University,Mansoura,Egypt | ||||
| Abstract | ||||
| Background: Peer teaching is considered as an effective educational approach for nursing students. It prepares them for their future roles as educators, enhances their psychomotor skills, attitudes, and builds their self-esteem. Aim: The study aimed to evaluate the effect of peer teaching on nursing students' performance of clinical training in hemodialysis unit. Design: A quasi experimental research design was utilized to achieve the aim of this study. The current study was carried out at the two hemodialysis units of Mansoura university hospital. A convenient sample of 74 of second level nursing students who were enrolled in Medical surgical nursing course. They were assigned randomly into study group (peer learners) who were exposed to peer teaching method (under researchers' observations) and control group (instructor learners) who were exposed to instructor teaching. Six students (peer teachers) were selected, had previous experience of the hemodialysis clinical area with satisfied performance score prior to study. Tools: Three tools were utilized; Interview questionnaire sheet, Performance Observational Checklist, and Acceptance & satisfaction likert scales. Results: The results showed that there was no statistically significance difference between peer teaching group and control group regarding both of knowledge and performance concerning hemodialysis session termination. Conclusion: Peer teaching method can be used in clinical practice to overcome large numbers of students. Recommendations: Applying peer teaching method in clinical training. Also, it can be recommended to replicate the study in different clinical practice areas and large students' sample. | ||||
| Keywords | ||||
| Key Words: Peer teaching; Students' Performance; clinical training | ||||
| References | ||||
|
Ahmad, I.& Mohamed, H.(2018). The effect of peer learning vs. traditional learning on knowledge and clinical performance of critical care nursing students. Journal of Education and Practice;9(8).
Albarran, J., Mallett, J. & Richardson, A.(2013). Critical care manual of clinical procedures and competencies. Chichester, West Sussex: John Wiley & Sons.
Arkan, B., Ordin, Y. & Yılmaz, D.(2018). Undergraduate nursing students' experience related to their clinical learning environment and factors affecting to their clinical learning process. Nurse Education in Practice, 29, pp.127-132.
Brannagan, K., Dellinger, A., Thomas, J., Mitchell, D., Lewis-Trabeaux, S. & Dupre, S.(2013). Impact of peer teaching on nursing students; perceptions of learning environment, self-efficacy, and knowledge. Nurse Education Today; 33(11), pp.1440-1447.
Cheung, M. & Wong, J. (2016). The effect of peer instruction on promoting student nurses’ learning in Medical-surgical Nursing. US-China Education Review A; 6(12).
Dawson-Saunders, B. & Trapp, R. (2001). Basic & clinical biostatistics. New York: Lange Medical Books/McGraw-Hill, Medical Pub. Division.
De Menezes, S. & Premnath, D.(2016).Near-peer education; a novel teaching program. International Journal of Medical Education; 7, pp.160-167.
Dikmen, Y., Ak, B., Usta, Y., Ünver, V., Korhan, E., Cerit, B. & Ertem, M.(2017). Effect of peer teaching used in nursing education on the performance and competence of students in practical skills training. International Journal of Educational Sciences;16(1-3), pp.14-20.
Donkor, F.(2011). Assessment of learner acceptance and satisfaction with video-based instructional materials for teaching practical skills at a distance. The International Review of Research in Open and Distributed Learning; 12(5), p.74.
El-Sayed, R. & El-Sayed, S.(2013). Video-based lectures; an emerging paradigm for teaching human anatomy and physiology to student nurses. Alexandria Journal of Medicine; 49(3), pp.215-222.
Gray, S., Wheat, M., Christensen, M. & Craft, J.(2018). Snaps; peer-to-peer and academic support in developing clinical skills excellence in under-graduate nursing students; an exploratory study. Nurse Education Today;73, pp.7-12.
Havnes, A., Christiansen, B., Bjørk, I. & Hessevaagbakke, E.(2016). Peer learning in higher education; patterns of talk and interaction in skills centre simulation. Learning, Culture and Social Interaction;8,pp.75-87
Kallenbach, J.(2016). Review of hemodialysis for nurses and dialysis personnel(8thed.), St. Louis: Elsevier/Mosby.
Kang, H., Kim, M. & Choe, H.(2016). Effects of integrated nursing practicum by applying simulation-problem based learning on critical thinking disposition; nursing process competence and self-confidence on core basic nursing skills. Korean Association For Learner-Centered Curriculum And Instruction; 16(12), pp.495-508.
King, W. & He J.(2006). A meta-analysis of the technology acceptance model. Inform Manage;43(6):740–55.
Levy, J., Brown, E. & Lawrence, A.(2016). Oxford handbook of dialysis. New York, NY: Oxford University Press.
Li, T., Petrini, M. & Stone, T. (2018). Baccalaureate nursing students' perspectives of peer tutoring in simulation laboratory, a Q methodology study. Nurse Education Today; 61, pp.235-241.
McKenna, L. & French, J.( 2011). A step ahead; teaching undergraduate students to be peer teachers. Nurse Education in Practice;11(2), pp.141-145.
Pålsson, Y., Mårtensson, G., Swenne, C., Ädel, E. & Engström, M. (2017). A peer learning intervention for nursing students in clinical practice education; a quasi-experimental study. Nurse Education Today; 51, pp.81-87.
Rad, R., Yamani, N. & Ehsanpour, S. (2020). Effects of teacher-centered teaching and peer teaching methods on improving some clinical skills of midwifery students; a comparative study. [online] Ijme.mui.ac.ir. Available at: http://ijme.mui.ac.ir/article-1-4233-en.html [Accessed 2 Mar. 2020].
Schepers, J. & Wetzels, M.(2007). A meta-analysis of the technology acceptance model; investigating subjective norm and moderation effects. Information & Management;44(1), pp.90-103.
Stone, R., Cooper, S. & Cant, R.(2013). The value of peer learning in undergraduate nursing education; a systematic review. ISRN Nursing; pp.1-10.
Turner, M., Kitchenham, B., Brereton, P., Charters, S. & Budgen, D.(2010). Does the technology acceptance model predict actual use? A systematic literature review. Information and Software Technology;52(5), pp.463-479.
Vae, K., Vae, K., Kvalevaag, H. & Löfmark, A.(2017). Nursing students’ perceptions of peer learning as a learning model in clinical practice and students’ learning through peer learning; an evaluation study. Nordisk tidsskrift for helseforskning;13(2).
Vuckovic, V., Karlsson, K. & Sunnqvist, C., (2019). Preceptors' and nursing students' experiences of peer learning in a psychiatric context; a qualitative study. Nurse Education in Practice;41, p.102627.
Wareing, M., Green, H., Burden, B., Burns, S., Beckwith, M., Mhlanga, F. & Mann, B.(2018). “Coaching and peer-assisted learning” (C-PAL)—The mental health nursing student experience; a qualitative evaluation. Journal of Psychiatric and Mental Health Nursing; 25(8), pp.486-495.
Williams, B. & Nguyen, D.(2016). Near-peer teaching in paramedic education; a repeated measures design. Innovations in Education and Teaching International; 54(4), pp.345-354.
Zhang, J. & Cui, Q. (2018). Collaborative learning in higher nursing education; a systematic review. Journal of Professional Nursing; 34(5), pp.378-388. | ||||
|
Statistics Article View: 465 PDF Download: 526 |
||||
