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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:   (390 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]   (162 Downloads)    
Semi-pilot: Quazi-Experimental | Subject: Educational management
Received: 2021/11/1 | Accepted: 2022/06/8 | Published: 2022/12/31
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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.
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49. Dennison S. Peer mentoring: untapped potential. J Nurs Educ 2010; 49:340–342.
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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.
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66. Gotllieb Z, Epstein S, Richards J. Near‐peer teaching programme for medical students. Clin Teach 2017; 14:164-9.
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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
URL: http://tmuj.iautmu.ac.ir/article-1-1955-en.html


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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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