Preventive Care in Nursing and Midwifery Journal
Wed, Mar 19, 2025
[Archive]
Volume 9, Issue 3 (11-2019)
PCNM 2019, 9(3): 21-26 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Abootalebi M, Heydari N, vizeshfar F, Paran M. The Effect of Peer Education on Learning Vaccination Principles among Nursing Students of Shiraz University of Medical Sciences. PCNM 2019; 9 (3) :21-26
URL: http://nmcjournal.zums.ac.ir/article-1-649-en.html
URL: http://nmcjournal.zums.ac.ir/article-1-649-en.html
Department of Nursing, School of Nursing and Midwifery, Community Based Psychiatric Care Research Center, Shiraz University of Medical Sciences, Shiraz, Iran , vizeshfarf@sums.ac.ir
Abstract: (7272 Views)
Background: Peer education is one of the active teaching methods and is rarely used in clinical settings, especially in nursing.
Objectives: This study aimed to investigate the effects of Peer Assisted Learning (PAL) on learning the principles of vaccination in nursing students.
Methods: This quasi-experimental study was performed on 79 (intervention group n=43, control group n=36) nursing students. In the intervention group, seven peer instructors taught the principles of vaccination in two one-hour sessions to other students. The control group received routine education. Data were collected using a questionnaire.
Results: The findings showed that among the students, 43% (n=34) were male and 57% (n=45) were female participants. The difference between the intervention and control groups was significant after the intervention (P<0.001). Besides, the comparison of the average score of the checklist between the two groups showed significant differences (P<0.001).
Conclusion: The results of this study showed the positive impact of PAL on clinical education as well as its reliability and benefits for nursing students.
Objectives: This study aimed to investigate the effects of Peer Assisted Learning (PAL) on learning the principles of vaccination in nursing students.
Methods: This quasi-experimental study was performed on 79 (intervention group n=43, control group n=36) nursing students. In the intervention group, seven peer instructors taught the principles of vaccination in two one-hour sessions to other students. The control group received routine education. Data were collected using a questionnaire.
Results: The findings showed that among the students, 43% (n=34) were male and 57% (n=45) were female participants. The difference between the intervention and control groups was significant after the intervention (P<0.001). Besides, the comparison of the average score of the checklist between the two groups showed significant differences (P<0.001).
Conclusion: The results of this study showed the positive impact of PAL on clinical education as well as its reliability and benefits for nursing students.
Type of Study: Orginal research |
Subject:
Nursing
Received: 2020/05/20 | Accepted: 2019/11/1 | Published: 2019/11/1
Received: 2020/05/20 | Accepted: 2019/11/1 | Published: 2019/11/1
References
1. Dornan T, Tan N, Boshuizen H, et al. How and what do medical students learn in clerkships? Experience based learning (ExBL). Adv Health Sci Educ Theory Pract. 2014; 19(5): 721-49. [crossref]
2. Borneuf A-M, Haigh C. The who and where of clinical skills teaching: A review from the UK perspective. Nurse Educ Today. 2010; 30(2): 197-201. [crossref]
3. Secomb J. A systematic review of peer teaching and learning in clinical education. J Clin Nurs. 2008; 17(6): 703-16. [crossref]
4. Stone R, Cooper S, Cant R. The value of peer learning in undergraduate nursing education: a systematic review. ISRN Nurs. 2013; 2013. [crossref]
5. Boud D, Cohen R, Sampson J. Peer learning in higher education: Learning from and with each other: Routledge. United Kingdom: Taylor & Francis Pub; 2014.
6. McKenna L, French J. A step ahead: Teaching undergraduate students to be peer teachers. Nurse Educ Pract. 2011; 11(2): 141-45. [crossref]
7. 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. Nurse Educ Today. 2013; 33(11):1440-47. [crossref]
8. Tai J, Molloy E, Haines T, Canny B. Same‐level peer‐assisted learning in medical clinical placements: a narrative systematic review. Med Educ. 2016; 50(4): 469-84. [crossref]
9. Siddiqui M, Kataria I, Watson K, Chandra-Mouli V. A systematic review of the evidence on peer education programmes for promoting the sexual and reproductive health of young people in India. Sex Reprod Health Matters. 2020; 28(1): 1741494. [crossref]
10. Ayuob NN, Qadi MA, El Deek BS, Boker AM. Evaluation of a communication skills training course for medical students using peer role-play. J Pak Med Assoc. 2017; 67(5): 745-51.
11. Gonzalez R, O’Brien-Barry P, Ancheta R, Razal R, Clyne ME. Peer Education Versus Computer-Based Education: Improve Utilization of Library Databases Among Direct Care Nurses. J Nurses Prof Dev. 2017; 33(4): E1-E5. [crossref]
12. Mbengue MAS, Sarr M, Faye A, et al. Determinants of complete immunization among senegalese children aged 12–23 months: evidence from the demographic and health survey. BMC Public Health. 2017; 17(1): 630. [crossref]
13. Wagner M, Mileder LP, Goeral K, et al. Student peer teaching in paediatric simulation training is a feasible low‐cost alternative for education. Acta Paediatr. 2017; 106(6): 995-1000. [crossref]
14. Pålsson Y, Mårtensson G, Swenne CL, Ädel E, Engström M. A peer learning intervention for nursing students in clinical practice education: A quasi-experimental study. Nurse Educ Today. 2017; 51: 81-87. [crossref]
15. Jahanbin I, Heydari N, Ghodsbin F, Sayadi M. The Effect of Peer-Education on UTI-Related Preventive Behavior According to HBM among First-Grade High School Female Students in Shiraz, 2014. Journal of health sciences and surveillance system. 2015; 3(1): 20-26.
16. Burgess A, McGregor D, Mellis C. Medical students as peer tutors: a systematic review. BMC Med Educ. 2014; 14(1): 115. [crossref]
17. Yu T-C, Wilson NC, Singh PP, Lemanu DP, Hawken SJ, Hill AG. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school. Adv Med Educ Pract. 2011; 2: 157-72. [crossref]
18. Allers N. Teaching Physiology to Dental Students: Matching Teaching and Learning Styles in a South African Dental School. J Dent Educ. 2010; 74(9): 986-92. [crossref]
19. Khaw C, Raw L. The outcomes and acceptability of near-peer teaching among medical students in clinical skills. Int J Med Educ. 2016; 7: 188-194. [crossref]
20. Blanco MA, Maderer A, Oriel A, Epstein SK. How we launched a developmental student-as-teacher (SAT) program for all medical students. Med Teach. 2014; 36(5): 385-89. [crossref]
21. Brem BG, Schaffner N, Schlegel CAB, Fritschi V, Schnabel KP. The Conversion of a Peer Teaching Course in the Puncture of Peripheral Veins for Medical Students into an Interprofessional Course. GMS J Med Educ. 2016; 33(2): Doc21.
22. Heydari N, Jahanbin I, Ghodsbin F. Urinary tract infection preventive behaviors among adolescent girls: a quasi-experimental study. J Res& Health. 2019;9(4):330-6. [crossref]
23. Wearn AM, Bhoopatkar H, Mathew TK, Stewart L. Exploration of the attitudes of nursing students to peer physical examination and physical examination of patients. Nurse Educ Today. 2013; 33(8): 884- 88. [crossref]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
