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
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
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.
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.
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