Design, Implementation, and Evaluation of Peer Learning in Teaching Technical Skills to Second-Year Nursing Students. (PL)

Design, Implementation, and Evaluation of Peer Learning in Teaching Technical Skills to Second-Year Nursing Students (

The goal of this randomized controlled trial is to evaluate the effectiveness of a peer-learning educational intervention for teaching procedural skills to second-year nursing students. The study aims to answer the following key questions:

• Does the peer-learning intervention group gain equal or greater knowledge compared to those who learn by the traditional method?
• Do students in the peer-learning intervention group demonstrate higher self-efficacy for learning?
• Do students in the peer-learning intervention group demonstrate higher classroom engagement for learning?
• Do students in the peer-learning intervention group demonstrate higher general satisfaction with their learning experience?

Researchers will compare the peer-learning method with the traditional teaching methods to assess the acquisition of the procedural skill "urinary catheterization" in university nursing students.

Participants will:

• Attend a two-hour class to learn urinary catheterization.
• Work with a guide and a peer for self-training.
• Practice the procedural skills as many times as needed.
• Be evaluated by a teacher.

Within the nursing curriculum, students dedicate significant effort to acquiring clinical procedural skills. Therefore, promoting student-centered educational activities with active learning methodologies fosters self-regulated learning and enhances commitment and participation in developing clinical competencies. Pedagogically grounded in social interaction and collaborative learning, as originally proposed by theorists like Piaget and Vygotsky, Peer-Learning has emerged as a valuable approach. Through this methodology, students learn by engaging in activities where they interact with peers, articulate their ideas and reflections, and practice giving and receiving feedback. As Joubert stated, "to teach is to learn twice."

Furthermore, it is crucial to assess each student's learning outcomes, their commitment to their own learning, and their satisfaction with the educational activity. This allows for reorientation or adaptation to specific educational contexts, ultimately leading to improved nursing training and a professional profile capable of meeting the current demands of healthcare.

General Objective

To design, implement, and evaluate the outcomes of implementing Peer-Learning for the nursing intervention of urinary catheterization among second-year nursing students.

Inclusion Criteria:

• Second years nursing students

Exclusion Criteria:

• If participants have previously utilized peer learning as a method for acquiring or reinforcing knowledge and skills.