Effect of Peer Learning Strategy on the Clinical Performance of Nursing Students

Abstract

Abstract. Context: Pear learning considers a successful educational strategy since it enhances students’ clinical performance, motivates them to take an active part in the educational system, provides them with the chance to grow as competent learners, reduces the burden on the responsible faculties and makes more effective use of resources. Aim: this study aimed to assess the effect of peer learning strategy on the clinical performance of the 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: it includes two tools; “Structured Interview Questionnaire” it consists of three parts, part I: Sociodemographic data, part II: Cardiopulmonary Resuscitation Knowledge Questionnaire & part III: observational checklist and 2nd tool: peer learning strategy experience questionnaire. Results: Regarding total cardiopulmonary resuscitation knowledge 0% of the study group had high total score at the pre peer learning implementation phase which improved at the post phase to be 91.9%. Nursing students’ satisfactory level of the total cardiopulmonary resuscitation practices score was improved at the post peer learning implementation phase compared to pre (98.4 % versus 1.6 % respectively). 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 for modifications by organizing reflective discussions.