Impact of Near-peer teaching on Learning Dressing Skill among Nursing Students
Introduction: One of the new methods of teaching is peer teaching. Although it has been applied to various contexts, its efficacy has gained little attention in nursing education especially in clinical skills. Therefore, this study examined the effect of near-peer teaching on learning dressing skill...
| Main Authors: | , |
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| Format: | Article |
| Language: | fas |
| Published: |
Isfahan University of Medical Sciences, Medical Education Development Center
2014-11-01
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| Series: | مجله ایرانی آموزش در علوم پزشکی |
| Subjects: | |
| Online Access: | http://ijme.mui.ac.ir/article-1-3353-en.pdf |
| Summary: | Introduction: One of the new methods of teaching is peer teaching. Although it has been applied to various contexts, its efficacy has gained little attention in nursing education especially in clinical skills. Therefore, this study examined the effect of near-peer teaching on learning dressing skills among nursing students.
Methods: In this experimental study, 50 freshmen nursing students studying in Shaheed Sadoughi University were selected and randomly assigned to two groups of instructor teaching and near-peer teaching. The data collection tool was a dressing skill checklist which was completed based on interviews and observations before and after training. The collected data were analyzed using descriptive statistics, chi-square test, and independent and paired samples t-tests.
Results: No significant difference was found between two groups regarding the scores of dressing skills before training (p = 0.08). After training, the score of dressing skills was 322±24.39 in instructor group and 350. 80±14.38 in near-peer group, and there was found a significant difference between groups (p < 0.05). The results of this study showed that students in near-peer teaching group performance better in three sub-domains
Conclusion: Although the improvement of dressing skills of nursing students was observed in the near-peer group, it is recommended that further studies be conducted in this area |
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| ISSN: | 1608-9359 1735-8892 |