Masoume Alidosti, Zeynab Hemati,
Volume 3, Issue 1 (9-2013)
Abstract
Background and Objectives: Regarding the important role of peers in health behaviors of adolescents suffering from chronic diseases such as diabetes, this study aimed to assess the effects of an educational program on the knowledge and behaviors of the peers of students with Type 1 diabetes in Shahre kord in 2012. Material and Methods: In this experimental study, 64 students were randomly assigned to the experiment and control groups. Data were measured using the knowledge questionnaire (14 knowledge questions and six demographic questions) and the 8-item behavior scale at baseline and one month after the intervention. The Cronbach's alpha coefficients were calculated for the knowledge questions (0.82), and the behavior items (0.76). Data were analyzed using the t-test, and the Chi-squared test with a confidence level of 95%. Results: The mean scores of the knowledge and behavior scales did not differ significantly after the intervention in the control group. After the intervention, the mean scores of the knowledge and behavior scales were increased in the experimental group (p<0.001). There were no relationships between the educational levels of parents with the knowledge and behavior. There was a significant positive correlation between the knowledge and behaviors of the students (r=0.65). Conclusion: Given the positive effects of peer education, peers training programs are recommended to be implemented in schools.
Malihe Abootalebi, Naval Heydari, Fatemeh Vizeshfar, Maryam Paran,
Volume 9, Issue 3 (11-2019)
Abstract
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.
