Integrating Peer Learning Activities and Problem-Based Learning in Clinical Nursing Education

Abstract

Introduction The implementation of nursing clinical learning in Indonesia has several challenges that require innovation in the learning method strategy. The method that has been used so far focuses on the hierarchical relationship between lecturers/preceptors and students, so that there are many shortcomings in learning outcomes. The application of the method of active learning with Peer Learning (PL) and Problem Based Learning (PBL) techniques has proven effective in classroom learning, but its rarely found in clinical learning. Objective The purpose of this study was to determine the effectiveness of the PL and PBL towards the achievement of clinical learning in nursing students. Methods The research method used a true experiment with a posttest only control group design, the sampling technique was taken by randomize control trial. An instrument for clinical learning achievement using AssCE. Results The analysis was carried out as descriptive and bivariate. The results showed the mean in the experimental group was 7.059 and the control group was 6.325. Further statistical test results were obtained p-value = 0.001 (p < 0.05) which showed that the average score there were differences in clinical learning achievement development scores. Conclusion Clinical learning using peer learning and PBL methods can directly improve various aspects of student competency achievement.

Empowering Clinical Students Through Peer Learning in a Medical Program: What Works?

“…This reflects the roles of mentors in organizing, planning, and executing the program. A similar study by Putri and Sumartini in a nursing program in Indonesia showed significant improvement in students' competencies, especially critical thinking skills and professional approach (21). The peer mentors also reported improved knowledge, teaching skills, and confidence (22).…”

“…Students are likely to recognize the values of peer learning when having the insights of needing more learning experience in actual practice, which could not be obtained through only formal teaching and learning. This should motivate students to intrinsically seek an alternative to improve their clinical competence to ensure patient safety (21). Rewarding participants, support from the orga-nization or institution, and continuous evaluation for program enhancement are required.…”

Effects of different geriatric nursing teaching methods on nursing students’ knowledge and attitude: Systematic review and network meta-analysis

“…This may be because students are actively guided by teachers to learn, actively think, and solve problems together in groups, thereby enhancing their understanding of geriatric nursing knowledge. Furthermore, PBL is widely applied by most educators in the clinical practice teaching of nursing students, promoting students' comprehension abilities and critical thinking skills [53,54]. Therefore, PBL enhances nursing students' ability to analyze and apply geriatric nursing knowledge, leading to effective teaching outcomes.…”

Možemo li edukacijom utjecati na naviku i motivaciju za pravilnom tehnikom dezinfekcije ruku?

“…and education about hand contamination and hand hygiene 5 . Active learning techniques such as group work, active information seeking, or problem solving have been shown to be effective in nursing education, as they promote critical thinking, self-confidence, and practical skills [7][8][9] . On the other hand, some research shows that students negatively evaluate active learning and that they prefer lectures that deliver well-organized information, which they find reliable and helpful during exams 10,11 .…”