Effects of Evidence-based Intravenous Infusion Therapy Practice Education for Nursing Students Applying the Peer Teaching Method between Seniors and Juniors: A Quasi-Experimental Study
10.7739/jkafn.2024.31.3.349
- Author:
Jeong Ha YANG
1
;
Gye Jeong YEOM
Author Information
1. Assistant Professor, Department of Nursing, Suwon University, Incheon, Korea
- Publication Type:Original Article
- From:Journal of Korean Academy of Fundamental Nursing
2024;31(3):349-358
- CountryRepublic of Korea
- Language:English
-
Abstract:
Purpose:This study aimed to organize a training program for nursing students using the peer teaching method between seniors and juniors and to investigate its effects on self-confidence, skill performance ability, and self-directed learning ability.
Methods:A non-equivalent control group pretest-posttest design was used. The study population comprised 76 nursing students (experimental group, n=37; control group, n=39) from two universities. The experimental group received four training sessions of 2 hours each, during which peer teaching was applied between seniors and juniors. Data were collected between September 4 and September 15, 2023 and analyzed using SPSS for Windows version 28.0.
Results:Compared with the control group, the experimental group exhibited significant increases in self-confidence (t=4.36, p<.001), skill performance ability (t=4.74, p<.001), and selfdirected learning ability (t=2.25, p=.027).
Conclusion:Peer teaching between seniors and juniors was found to be an effective tool in nursing education to cultivate nursing students' skill performance confidence, skill performance ability, and self-directed learning ability. The findings of this study can guide nursing professors in designing and implementing educational programs that incorporate peer teaching between seniors and juniors. Future studies should continue to apply peer teaching to nursing education programs and evaluate its effectiveness.
