Clinical trial NCT06504745: The Effect of Peer Education on the Knowledge and Skill Levels of Nursing Students
Official title: The Effect of Peer Education on the Knowledge and Skill Levels of Nursing Students in Physical Evaluation of the Newborn: A Pre/Post-test Comparative Study
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Students
Nursing
Keywords: peer education
nursing education
newborn physical examination
nursing practice
Lead sponsor: Zonguldak Bulent Ecevit University
Sponsor class: OTHER
First posted: 2024-07-17
Enrollment: 80
Sex: ALL
Minimum age (years): 18
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: Intervention group: peer education Control group: instruction education
Primary purpose: HEALTH_SERVICES_RESEARCH

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.

Eligibility criteria: Inclusion Criteria:

* Over 18 years
* Volunteer to participate in the study
* 4th-year nursing students

Exclusion Criteria:

* Non-volunteering

Primary outcomes:
measure: The Newborn Physical Assessment Skills Control List (NPA-SCL)
timeFrame: 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.
measure: The Newborn Physical Assessment Knowledge Test (NPA-KT)
timeFrame: 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)
Secondary outcomes:
measure: Peer Support Scale (PSS)
timeFrame: Within one hour after the training was completed, only the peer support level of the intervention group was measured.
Other outcomes:
Locations:
city: Zonguldak
country: Turkey
facility: Zonguldak Bulent Ecevit University
Study officials:
References:
citation: Fard ZR, Azadi A, Khorshidi A, Mozafari M, O'Connor T, Budri AMV, Moore Z, Patton D. A comparison of faculty led, mentorship program and peer mentoring on nursing students wound dressing clinical skills. Nurse Educ Today. 2020 Jun;89:104378. doi: 10.1016/j.nedt.2020.104378. Epub 2020 Feb 19.
citation: Kuo CL, Turton MA, Lee-Hsieh J, Tseng HF, Hsu CL. Measuring peer caring behaviors of nursing students: scale development. Int J Nurs Stud. 2007 Jan;44(1):105-14. doi: 10.1016/j.ijnurstu.2006.07.025. Epub 2006 Oct 6.
citation: Joung J, Kang KI, Yoon H, Lee J, Lim H, Cho D, Cha M, Choi B. Peer mentoring experiences of nursing students based on the caring perspective: A qualitative study. Nurse Educ Today. 2020 Nov;94:104586. doi: 10.1016/j.nedt.2020.104586. Epub 2020 Aug 29.