Students, Nursing
Conditions
Keywords
peer education, nursing education, newborn physical examination, nursing practice
Brief summary
This study was planned to determine the impact of peer education and instruction received from the instructor on the knowledge and skill levels of students in the physical assessment of the newborn.
Detailed description
Nursing education is a process that involves the transfer of theoretical knowledge, skills, and attitudes based on cognitive, affective, and psychomotor domains into clinical practice.The aim is to train nurses who are capable of evidence-based intervention in line with holistic care principles in clinical settings. However, the process of transferring theoretical knowledge and skills acquired by students into clinical practices takes place in complex social environments in clinics, unlike traditional classroom settings. Among student-centered teaching methods, 'peer education' has gained considerable attention in recent years. If peer-to-peer education can attain similar learning outcomes as standard teaching methods, it is believed that it can be applied to learning objectives encompassing many professional knowledge and skill techniques. Physical examination of the newborn requires considerable knowledge, skill and experience. This situation is known to impose limitations on nursing students in applying and learning newborn care based on atraumatic care principles in clinical settings. Additionally, the fear of causing harm to the newborn or inflicting pain experienced by nursing students creates emotional and mental stress situations, making it difficult for the instructor to teach and reinforce care practices in newborn nursing. Therefore, this study was planned to compare the difference between peer educators and instructors in the physical examination of newborns in nursing students.
Interventions
OTHERPeer education
experimental group
OTHERcontrol group
instruction training
Sponsors
Zonguldak Bulent Ecevit University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Intervention model description
Intervention group: peer education Control group: instruction education
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Over 18 years * Volunteer to participate in the study * 4th-year nursing students
Exclusion criteria
* Non-volunteering
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| The Newborn Physical Assessment Skills Control List (NPA-SCL) | In this study, the skill level of the students was measured at the time of application in the laboratory after the training after the training in 1 hour. | NPA-SCL includes the measurement and evaluation of a newborn's height, weight, head circumference, chest circumference, and abdominal circumference. objectively evaluate the student during the laboratory practice conducted in the study, the NPA-SCL was prepared by the responsible researchers based on the literature. In the evaluation of the Control List, the student is expected to evaluate each item as 'Not Applied=0 points', 'Partially Applied=1 point', and 'Applied=2 points' according to their performance. The minimum score a student can receive from the Control List is 0 points and the maximum is 46 points. After the form was prepared by the researchers, it was presented to 6 experts. Based on expert opinions, the form was finalized. |
| The Newborn Physical Assessment Knowledge Test (NPA-KT) | In the study, knowledge level of the students was measured with pre-test (before the training), post-test 1 (after the training in one hour), and post-test 2 (3 weeks later) | This form, prepared by researchers based on the literature, consists of 20 questions. Each question is worth 5 points. Participants are expected to answer each item on the knowledge test as 'Correct', 'Incorrect', or 'Don't know'. Scores on the knowledge test range from a minimum of '0 points' to a maximum of '100 points'. After the form was prepared by the researchers, it was presented to 3 faculty members from the Department of Fundamentals of Nursing and 3 faculty members from the Department of Child Health and Diseases Nursing for their opinions. Based on their expert opinion, the form was finalized |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Peer Support Scale (PSS) | Within one hour after the training was completed, only the peer support level of the intervention group was measured. | The Peer Support Scale was developed by Kuo et al. in 2007 to measure nursing students' collaboration with each other. The scale consists of a total of 17 items, comprising three subscales: physical support, academic support, and emotional support. The overall score of the scale provides the score for nursing students' collaborative behaviors with each other. All items on the scale are positively phrased and rated on a 4-point Likert scale: Disagree (1), Partially Disagree (2), Agree (3), Completely Agree (4). In the study |
Countries
Turkey (Türkiye)
Outcome results
None listed