Effect of peer teaching on the performance of undergraduate nursing students enrolled in nursing administration course

Abstract

Background: Peer teaching is an effective educational approach for nursing students. This prepares the students for their future roles as educators, builds their self esteem, and enhances their psychomotor skills and their attitudes. The aim of this study was to assess the effect of peer teaching in a nursing administration course on undergraduate nursing students' performance. Methods:The study was conducted at the Nursing Administration Department, Faculty of Nursing, Zagazig University using a quasi-experimental nonrandomized comparative design. All 338 nursing students enrolled in the 4th year were invited to participate, and 333 (266 females and 67 males) agreed. These were divided into two groups: study and control. Three tools were used for data collection: Student's Clinical Evaluation checklist, Clinical Teaching Preference Questionnaire, and Peer Teaching Experience Questionnaire. Results:The study findings indicate that the performance score of the nursing students who learned by peer teaching will be significantly better than those trained by assistant teaching staff in traditional clinical sessions. The students in this group agreed upon many benefits of the peer teaching both as providers (teachers) and consumers (students). Conclusion:The study findings add to the literature supporting the use of peer teaching approach in nursing education practical training. The approach is beneficial for enhancing students' acquisition of skills with better performance, in addition to building-up their teaching abilities, which are integral part of their future nursing role.

Effect of application of peer learning strategy on obstetric and gynecological nursing students' clinical performance

“…They had concluded that, the utilize of peer instruction in nursing education practical training is helpful for improving students' acquisition of skills with better performance, and for developing their teaching capacities, which are indispensable part of their future nursing role. [25] Another Egyptian study done by Salama et al (2013) had reported an improvement in total knowledge and in practice score post education. Where, the performance of breast selfexamination improved significantly after peer teaching (p = .000).…”

Comparison of the Effect of Mentorship with a Senior Student or Qualified Nurse on Knowledge and Clinical Self-Efficacy of the Second-Semester Nursing Students

“…The findings of the study by El-Sayed showed the performance score of nursing students who had peer mentorship program (with senior students) was significantly higher than the ones traditionally trained by instructors in clinical education. Students in these groups agreed with the benefits of peer education through both as teaching providers and learners (39). Also, the results of a study by Gilmour et al indicated the peer mentoring program make to increase the motivation among peers to interact with each other and learning among nursing students (27).…”

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

“…Other studies found that some peer-teaching activities led to higher scores than faculty-taught sessions, although methodological quality of some studies were variable. 8,14 Unlike other peer-teaching activities within the same profession, this peer-teaching activity crossed disciplines. The interprofessional collaboration with master's entrylevel physical therapy students was initiated because these students are taught in their first year of study the prescription, use, fitting, and safety of AAD.…”

“…6 Peer teaching can improve theoretical knowledge and practical skills in higher level education. 7 Although examples of peer teaching within health professions are documented, [8][9][10] student peer teaching across health disciplines is less commonly reported. We had an opportunity to examine peer teaching with pharmacy and physical therapy students.…”