Peer Learning Model for Critical Thinking and Self-Efficacy in Clinical Practice Education among Nursing Students | ||||
| Egyptian Journal of Health Care | ||||
| Article 73, Volume 12, Issue 1, March 2021, Page 1240-1252 PDF (436.45 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ejhc.2021.191875 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Rania Maher Alhalawany1, 2; Samah Mohamed Elhomosy3; Neanaa M., Fayed4 | ||||
| 1Lecturer in Psychiatric Mental Health Nursing, Faculty of Nursing, Menoufia University, Egypt | ||||
| 2Assistant Professor in Health and Rehabilitation Sciences College, Princess Nora Bint Abdulrahman University, KSA | ||||
| 3Assistant Professor of Maternal and Newborn Health Nursing, Faculty of Nursing, Menoufia University, Egypt | ||||
| 4Assistant Professor of Pediatric Nursing, Faculty of Nursing, Menoufia University, Egypt | ||||
| Abstract | ||||
| Background: Nursing education previously had been focused on traditional learning approaches. However, today, changes and development in information and technology require the foundation of active nursing education. One of these active learning approaches is peer learning. This study aimed to investigate the effect of the peer learning model for critical thinking and self-efficacy in clinical practice education among nursing students. A quasi-experimental research design was implemented. This study was carried out in three different departments; gynecology and Pediatric departments affiliated to University Hospital and Psychiatric Department at Shebin El-Kom Teaching Hospital, Menoufia Governorate, Egypt. A convenient sample of 100 undergraduate nursing students in the academic year 2019-2020 was recruited for this study. They divided randomly into the intervention and comparison groups (each group involves 50 students). Instruments used for data collection were three: instrument 1 was sociodemographic characteristics of students; instrument 2 was the Critical Thinking Motivation Scale, and instrument 3 was the Students' Self-Efficacy scale. The findings indicated that the total mean score of critical thinking and self-efficacy in the intervention group (peer learning group) was higher than in the comparison group (traditional group). The study concluded that applying the peer learning model among nursing students in clinical practice supervision effects on critical thinking skills and self-efficacy to a greater extent than traditional supervision does. So, it is recommended that the peer learning model can be applied during clinical practice for nursing students to enhance critical thinking skills and self-efficacy | ||||
| Keywords | ||||
| Peer Learning model; Nursing Clinical education; Critical thinking; self-efficacy | ||||
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