Peer education versus traditional education on psychomotor skills and self–efficacy in nursing students: a single–blind randomized controlled trial

Guardado en:

Detalles Bibliográficos
Publicado en:	BMC Medical Education vol. 25 (2025), p. 1-9
Autor principal:	Baran, Leyla
Otros Autores:	Özdemir, Handan
Publicado:	Springer Nature B.V.
Materias:	Students Nursing education Teaching methods Curricula Training Gender Laboratories Teachers Skills Patient safety Lifelong learning Academic achievement Peers Data collection Skill development Self-efficacy Problem based learning Nursing skills Mentors Critical Thinking Educational Practices Independent Study Grade Point Average Control Groups Active Learning Learning Strategies Educational Methods Learning Processes Cooperative Learning Laboratory Training Environmental Influences Check Lists Knowledge Level Coaching (Performance) Data Analysis Cost Effectiveness Educational Environment Educational Facilities Improvement Educational Strategies Content Validity
Acceso en línea:	Citation/Abstract Full Text Full Text - PDF
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Descripción
Resumen:	BackgroundPeer education (PE) refers to the process of individuals being educated by their peers, that is, people with similar experiences or statuses. This study aimed to evaluate the effects of PE on the psychomotor skills and self-efficacy of nursing students.MethodsThis single-blind randomized controlled trial was conducted with 63 undergraduate nursing students. Data were collected using the “Individual Descriptive Information Form”, “Intramuscular Injection Knowledge Level Assessment Form”, “Intramuscular Injection Psychomotor Skills Assessment Form”, and the “General Self-Efficacy Scale”. Descriptive statistics (numbers, percentages, means, standard deviations, and min–max values) were used. The independent samples t-test and Mann–Whitney U test were used to analyze differences between groups.ResultsThe mean age of the participants was 21.22 ± 0.85 years (range: 20 – 23), and 52.4% were female. No statistically significant differences were found between the groups in pretest, posttest, or self-efficacy scores (p > 0.05). However, the psychomotor skill levels differed significantly between the groups (p < 0.001), with the intervention group scoring higher than the control group.ConclusionsNursing students who received PE demonstrated significantly better psychomotor skills than those taught using traditional methods. It is recommended to integrate interactive learning strategies such as PE, where students can express themselves more freely and actively engage in the learning process, especially in nursing education areas requiring the development of psychomotor skills.
ISSN:	1472-6920
DOI:	10.1186/s12909-025-08038-1
Fuente:	Healthcare Administration Database