The Effect of Peer Education on the Knowledge and Skill Levels of Nursing Students

NCT ID: NCT06504745

Last Updated: 2024-07-17

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 80 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2023-02-06
• Study Completion Date: 2023-06-16

Brief Summary

This study was planned to determine the impact of peer education and instruction received from the instructor on the knowledge and skill levels of students in the physical assessment of the newborn.

Detailed Description

Nursing education is a process that involves the transfer of theoretical knowledge, skills, and attitudes based on cognitive, affective, and psychomotor domains into clinical practice.The aim is to train nurses who are capable of evidence-based intervention in line with holistic care principles in clinical settings. However, the process of transferring theoretical knowledge and skills acquired by students into clinical practices takes place in complex social environments in clinics, unlike traditional classroom settings.

Among student-centered teaching methods, 'peer education' has gained considerable attention in recent years. If peer-to-peer education can attain similar learning outcomes as standard teaching methods, it is believed that it can be applied to learning objectives encompassing many professional knowledge and skill techniques.

Physical examination of the newborn requires considerable knowledge, skill and experience.

This situation is known to impose limitations on nursing students in applying and learning newborn care based on atraumatic care principles in clinical settings. Additionally, the fear of causing harm to the newborn or inflicting pain experienced by nursing students creates emotional and mental stress situations, making it difficult for the instructor to teach and reinforce care practices in newborn nursing.

Therefore, this study was planned to compare the difference between peer educators and instructors in the physical examination of newborns in nursing students.

Conditions

Students; Nursing

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: HEALTH_SERVICES_RESEARCH
• Blinding Strategy: NONE

Study Groups

Intervention Group

Peer educator students group (a group of six senior nursing students), provided Newborn Physical Assessment training to 4th-year students in the nursing laboratory every week. Each training was conducted with a group of 5 students. This each training consisted of 30 minutes of theoretical presentation using a PowerPoint presentation material and 20 minutes of skills application on a newborn model, totaling 50 minutes. Before the training, the NPA-KT was administered, and the students' skills were evaluated using the NPA-SCL. At the end of the training, the NPA-KT and the Peer Support Scale were administered to the students. Three weeks after the training, the students' knowledge levels were re-evaluated using the NPA-KT.

Group Type: EXPERIMENTAL

Peer education

Intervention Type: OTHER

experimental group

Control Group

The researchers provided Newborn Physical Assessment training to 4th-year students in the nursing laboratory every week. Each training was conducted with a group of 5 students. This training consisted of 30 minutes of theoretical presentation using a PowerPoint presentation material and 20 minutes of skills application on a newborn model, totaling 50 minutes. Before the training, the NPA-KT was administered, and the students' skills were evaluated using the NPA-SCL. At the end of the training, the NPA-KT and the Peer Support Scale were administered to the students. Three weeks after the training, the students' knowledge levels were re-evaluated using the NPA-KT.

Group Type: ACTIVE_COMPARATOR

control group

Intervention Type: OTHER

instruction training

Interventions

Peer education

experimental group

Intervention Type: OTHER

control group

instruction training

Intervention Type: OTHER

Other Intervention Names

instruction training

Eligibility Criteria

Inclusion Criteria

• Over 18 years
• Volunteer to participate in the study
• 4th-year nursing students

Exclusion Criteria

• Non-volunteering

• Minimum Eligible Age: 18 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Zonguldak Bulent Ecevit University

OTHER

Sponsor Role: lead

Responsible Party

Signem ANOL KILIÇ

research assistant

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

Zonguldak Bulent Ecevit University

Zonguldak, , Turkey (Türkiye)

Countries

Turkey (Türkiye)

References

Fard ZR, Azadi A, Khorshidi A, Mozafari M, O'Connor T, Budri AMV, Moore Z, Patton D. A comparison of faculty led, mentorship program and peer mentoring on nursing students wound dressing clinical skills. Nurse Educ Today. 2020 Jun;89:104378. doi: 10.1016/j.nedt.2020.104378. Epub 2020 Feb 19.

Reference Type: BACKGROUND

PMID: 32209490 (View on PubMed)

Kuo CL, Turton MA, Lee-Hsieh J, Tseng HF, Hsu CL. Measuring peer caring behaviors of nursing students: scale development. Int J Nurs Stud. 2007 Jan;44(1):105-14. doi: 10.1016/j.ijnurstu.2006.07.025. Epub 2006 Oct 6.

Reference Type: RESULT

PMID: 17027986 (View on PubMed)

Joung J, Kang KI, Yoon H, Lee J, Lim H, Cho D, Cha M, Choi B. Peer mentoring experiences of nursing students based on the caring perspective: A qualitative study. Nurse Educ Today. 2020 Nov;94:104586. doi: 10.1016/j.nedt.2020.104586. Epub 2020 Aug 29.

Reference Type: RESULT

PMID: 32932060 (View on PubMed)

Other Identifiers

255515

Identifier Type: -

Identifier Source: org_study_id