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:: Volume 32, Issue 4 (winter 2022) ::
MEDICAL SCIENCES 2022, 32(4): 445-453 Back to browse issues page
Nursing students satisfaction with peer group clinical teaching
Shiva Salehi1 , Samaneh Parchehbafieh2 , Soheila Mashoof2 , Mahboubeh Safavi3 , Mehrandokht Nekavand 4
1- Assistant Professor, Department of Nursing, Faculty of Nursing and Midwifery, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran
2- Instructor, Department of Nursing, College of Nursing and Midwifery, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran
3- Associate Professor, Department of Health and Medical Services Management, Faculty of Health, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran
4- Instructor, Department of Midwifery, Faculty of Nursing and Midwifery, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran , mnakavand@hotmail.com
Abstract:   (1303 Views)
Background: Clinical education is one of the effective strategies for achieving clinical competence in nursing students. It has been found that clinical training with peer assisted learning method engages students in clinical teaching and learning and improves their psychomotor skills as well. The goal of this study was the evaluation of nursing students’ satisfaction with peer group clinical teaching method.
Materials and methods: This quasi experimental study has been carried out on 71 internship and trainee students whom were randomly selected in two intervention and control groups in hospitals related to Islamic Azad University of medical sciences. The trainee students were trained by internship students in intervention group, while control group were taught by instructors. At the end of course, satisfaction questionnaire was completed by all students in both groups. The validity and reliability of the questionnaire were confirmed by content validity and test-re- test respectively. Data analysis were done by SPSS-ver16 softwarw. P<0.05 was considered as significant.
Results: The data analysis showed that the mean and standard deviation of satisfaction score in both internship (76.16± 12.62) and trainee (76.33±13.96) students in intervention group was significantly higher than control group (66.85±15.48 in internship and 65.25±16.23 in trainee) (p=0.001).
Conclusion: Peer assisted learning method increases the student satisfaction and could be used as a part of educational program.
 
Keywords: Satisfaction, Peer group, Clinical teaching
Full-Text [PDF 305 kb]   (715 Downloads)    
Semi-pilot: Quazi-Experimental | Subject: Educational management
Received: 2022/04/30 | Accepted: 2022/06/8 | Published: 2022/12/31
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41. PapathanasiouI V, Tsaras K, Sarafis P. Views and perceptions of nursing students on their clinical learning environment: Teaching and learning. Nurse Educ Today 2014; 34:57-60.
42. Yates P, Cunningham J, Moyle W, Wollin J. Peer mentorship in clinical education: outcomes of a pilot programme for first year students. Nurse Educ Today 1997;17:508-14.
43. Menezes S, Premnath D. Near-peer education: a novel teaching program. Int J Med Educ 2016; 7:160-7.
44. Henning JM, Weidner TG, Marty MC. Peer assisted learning in clinical education: literature review. Athl Train Educ J 2008;3:84-90.
45. Stone R, Cooper S, Cant R. The value of peer learning in undergraduate nursing education: a systematic review. ISRN Nurs 2013;2013:930901.
46. Batchelder A, RodriguezC Mc, Lin L, Hickey PM, Johnson C, Elias J. The role of students as teachers: Four years experience of a large-scale,peer –led programme. Med Teach 2010;7:547-51.
47. Yu T-C, Leman DP, Henning MA, MacCormick AD, Hawken SJ, Hill AG. General surgical interns contributing to the clerk ship learning environment of medical students. Med Teach 2013;35:639-647.
48. 9 -Secomb J. A systematic review of peer teaching and learning in clinical education. J Clin Nurs 2008;17:703-16.
49. Dennison S. Peer mentoring: untapped potential. J Nurs Educ 2010; 49:340–342.
50. Christiansen A, Bell A. Peer learning partnerships: Exploring the experience of pre-registration nursing students. J Clin Nurs 2010;19: 803-810.
51. Webel AR, Okonsky J,Trompeta Jet, Holzemer WL. A Systematic Review of the Effectiveness of Peer-Based Interventions on Health-Related Behaviors in Adults. Am J Public Health 2010; 100:247-253.
52. Brannagan KB, Dellinger A, Thomas J, Mitchell D, Lewis-Trabeaux S, Dupre S. Impact of peer teaching on nursing students: perceptions of learning environment, self-efficacy, and knowledge. Nurs Educ 2013;33:1440-7.
53. Glynn LG, Macfarlane A,Kelly M, Cantillon P,Murphy AW.Helping each other to learn –a process evaluation of peer assisted learning. BMC Med Educ 2006;6:18.
54. Boyle J, Mattern Co, Lassiter JW. Peer 2 Peer: Efficacy of a Course-Based Peer Education Intervention to Increase Physical Activity Among College Students. J Am Coll Health 2011; 59: 519-29.
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61. Jafari Rad A, Azizi Shamami M, Karafestani Z. Studying postgraduates’ satisfaction level about quality services offered by Tehran state-run universities. Iran J Eng Educ 2016; 17: 113-125. [In Persian]
62. 23 -Wagner M, Mileder LP, Goeral K, Klebermass-Schrehof K, Cardona FS, Berger A et al. Student peer teaching in paediatric simulation training is a feasible low caost alternative for education. Acta Paediatrica 2017;106:995-1000.
63. Thomson P, Smith A, Annesley S. Exploration of the effects of peer teaching of research on students in an undergraduate nursing programme. Nurs Res 2014; 19: 415-430.
64. Lahti M, Hatonen H, Valimaki M. Impact of e-learning on nurses’ and student nurses knowledge, skills, and satisfaction: A systematic review and meta-analysis. Int J Nurs Stud. 2014; 51:136-49.
65. Momeni Danaei S, Zarshenas L, Oshagh M, Omid Khoda SM. Which method of teaching would be better cooporative or lecture? Iran J Med educ 2011;11:24-31. [In Persian]
66. Gotllieb Z, Epstein S, Richards J. Near‐peer teaching programme for medical students. Clin Teach 2017; 14:164-9.
67. Büscher R, Weber D, Büscher A, Hölscher M, Pohlhuis S, Groes B, et al. Evaluation of the peer teaching program at the University Children´s Hospital Essen - a single center experience. GMS Z Med Ausbild 2013; 30:25.
68. Motevasselian M, Nasirian K. Impact of near peer teaching on learning dressing skill among nursing student. Iran J Med Educ 2014; 14:670-676. [In Persian]
69. Rashid M, Sobowale O,Gore D. A near- peer teaching program designed, developed and delivered exclusively by recent medical graduate for final year medical students sitting the final objective structured clinical examination(OSCE). BMC Med Educ 2011; 11:11.
70. Keshavarzi Z, Akbari H, Frouzanian S. Comparison of Students Satisfaction of Traditional and Integrated teaching method in physiology course. Educ Stra Med Sci 2016; 8:21-7. [In Persian]
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Salehi S, Parchehbafieh S, Mashoof S, Safavi M, Nekavand M. Nursing students satisfaction with peer group clinical teaching. MEDICAL SCIENCES 2022; 32 (4) :445-453
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Volume 32, Issue 4 (winter 2022) Back to browse issues page
فصلنامه علوم پزشکی دانشگاه آزاد اسلامی واحد پزشکی تهران Medical Science Journal of Islamic Azad Univesity - Tehran Medical Branch
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