Exploring Peer Learning Experience among Undergraduate Nursing Students

Abstract

background: For the nursing education to be effective and achieve its objectives, many teaching methods are used in theoretical and clinical education among these methods is peer learning, which allows students to teach and supervise others, reducing the burden on the responsible faculty members and making more effective use of resources. Aim: this study aimed to assess the peer learning experience among the undergraduate nursing students. Design: A quasi experimental design was used to achieve the aim of the study. Setting: The study was conducted in the Nursing Department at Alexandria Technical Health Institute, Damanhur Branch. Subject: A convenient sample of the first year nursing students who enrolled in nursing course at the second semester of the academic year 2019/2020. Tools: one tool was used, “peer learning strategy experience questionnaire”. It consists of three parts, part I: “Sociodemographic data”, part II: “Peer Learning Strategy Tutees’ Preference Questionnaire” and part III: “Peer Learning Strategy Tutors’ Experience Questionnaire”. Results: All the students’ tutors had high positive experience regarding peer learning strategy. Adding to that, 87.1% of the students’ tutees had high level of preference regarding the peer learning strategy. A positive significant correlation was noticed between the students’ tutees’ total score of knowledge and practice at the post peer learning implementation phase and their preference of the peer learning total score. Conclusion: Peer learning is a significantly effective teaching strategy compared with the traditional method in improving nursing students' clinical performance. The study advised implementing the peer learning technique as a formal method in the clinical settings to improve students' knowledge and practice. Recommendations: Develop a structured formal written peer learning strategy guidelines with outlined desired outcomes and annual assessment.