. Roghayeh Mehdipour‑Rabori; . Monirsadat Nematollahi; . Behnaz Bagherian
Volume 11, Issue 2 , February 2021, , Pages 1-6
Abstract
BACKGROUND: Achieving an excellent clinical education by nursing students is one of the primarygoals of any nursing school. Nursing educators try to use different methods to enhance ...
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BACKGROUND: Achieving an excellent clinical education by nursing students is one of the primarygoals of any nursing school. Nursing educators try to use different methods to enhance clinicalskills. One of them is a peer‑led method that can be used in theoretical and clinical education. It isdeveloping as a suitable educational method to promote health. This study assessed the effect ofclassmates as peer‑led education on the clinical performance of nursing students.MATERIALS AND METHODS: This study was conducted using a mixed‑method approach anda sequential explanatory design. In the quantitative phase, a quasi‑experimental study with atwo‑group pre‑ and post‑test design was conducted. The sample of this phase consisted of 70 nursingstudents (35 persons in each group) who were selected through random convenience sampling. Theintervention group participated in a peer‑led education program. The control group received routinetraining. The members of both groups completed the clinical performance checklist before, and afterthe intervention, The collected data were analyzed using SPSS V21 software using descriptive andinferential statistics. In the qualitative phase, the researchers interviewed 18 undergraduate studentsusing semi‑structured in‑depth and face‑to‑face approaches. These participants were selected bypurposive sampling method. Data were analyzed using conventional content analysis. MAX DATA10 was used to categorize the data. To establish the reliability and validity of findings, Graneheim,and Landman’s criteria were consideredRESULTS: In the quantitative phase of the study, the results showed that the mean score of clinicalperformance was not statistically significant between the control and intervention groups before theintervention (P > 0.05). At the same time, it was significantly different after the intervention (P < 0.05),implying that the peer‑led education of the intervention group significantly increased compared to thatof the control. The main theme was “learning based on friendship,” which included two categories,namely “deep learning” and “learn in the shadow of relaxing.”CONCLUSION: Classmate as peer‑led education could increase the ability of nursing students inclinical performance, and was able to enhance deep learning among them.
