Does peer education increase academic achievement in first year students? A mixed-method study

Research on the impact of peer education (PE) on learning outcomes has produced inconclusive results, partly due to the methodology employed in such studies. There is a necessity to design blind, controlled studies. Further, quantitative approaches to evaluating PE may not provide a complete picture of the impact of PE on learning outcomes. The aim of the study was to determine the effect of peer education on students\u27 academic achievement and to explain students\u27 lived experience of participating in a PE program. The study employed an exploratory, sequential mixed-method design and occurred in two distinct and consecutive phases. The first phase consisted of a cluster-controlled, double-blind educational trial; the second, of a qualitative conventional content analysis. Data was collected during the second semester from February to July 2015 from undergraduate students. Analysis of the pre- and post-tests has been performed to evaluate the program among those enrolled in nursing and midwifery (intervention groups) and anaesthesia nursing (control group) in physiology and anatomy courses. PE resulted in significant differences in the physiology post-test scores and the anatomy post-test scores in favour of midwifery and nursing students respectively (intervention groups). Statistically significant improvement was not achieved based on formal academic exams. Themes were identified by analysing the content of qualitative feedback, with “facilitated learning” being the main theme emerging from the data. The PE program promoted learning based on the facilitator-based examination (based on post-test scores). However, PE did not improve learning in blinded condition in the current study (formal academic exam)

Does peer education increase academic achievement in first year students? A mixed-method study

Research on the impact of peer education (PE) on learning outcomes has produced inconclusive results, partly due to the methodology employed in such studies. There is a necessity to design blind, controlled studies. Further, quantitative approaches to evaluating PE may not provide a complete picture of the impact of PE on learning outcomes. The aim of the study was to determine the effect of peer education on students\u27 academic achievement and to explain students\u27 lived experience of participating in a PE program. The study employed an exploratory, sequential mixed-method design and occurred in two distinct and consecutive phases. The first phase consisted of a cluster-controlled, double-blind educational trial; the second, of a qualitative conventional content analysis. Data was collected during the second semester from February to July 2015 from undergraduate students. Analysis of the pre- and post-tests has been performed to evaluate the program among those enrolled in nursing and midwifery (intervention groups) and anaesthesia nursing (control group) in physiology and anatomy courses. PE resulted in significant differences in the physiology post-test scores and the anatomy post-test scores in favour of midwifery and nursing students respectively (intervention groups). Statistically significant improvement was not achieved based on formal academic exams. Themes were identified by analysing the content of qualitative feedback, with “facilitated learning” being the main theme emerging from the data. The PE program promoted learning based on the facilitator-based examination (based on post-test scores). However, PE did not improve learning in blinded condition in the current study (formal academic exam)

Learning experience through peer education: a qualitative study

Introduction: Peer education can be a useful approach in learning difficult and important courses such as physiology. Since students encounter new teacher roles and learning from classmates in this approach, they might go through new experiences which contribute to developing effective peer education. However, few studies have examined these experiences, especially in Iranian culture therefore this study aimed to explain the experiences of nursing students participating in peer education programs for physiology course. Methods: This was a qualitative content analysis study. The sample included 16 second semester undergraduate nursing students studying at Mashhad School of Nursing and Midwifery in 2013 who had earlier experienced peer education in Physiology. Participants were selected through purposive sampling then interviewed. All interviews were transcribed and analyzed. Results: Two major themes including ease of learning and educational participation were emerged from data analysis. Ease of learning consisted of four minor themes including ease of understanding, modification of methods, course norm selection, and internalization of learning. Educational participation included two minor themes namely critical consciousness and new educational horizon. Conclusion: The results of this study indicated that the need for greater attention by educational institutions and universities to student-centered teaching methods such as peer education since these methods could be a supplement to faculty members` teaching by providing a positive experience and continuous in-depth learning

Effects of Applying Paper- Based Versus Electronic Nursing Process on Quality of Care among Nursing Students

Background: Using thinking-based scientific methods such as paper-based and electronic nursing processes in nursing education can lead to education of skilled and efficient experts that can affect students&rsquo; satisfaction in addition to their quality of care. The present study aimed to compare the effects of recording and implementing the nursing process based on two methods (paper-based and electronic) on the quality of patient care and nursing students&rsquo; satisfaction. Methods: This randomized-field trial was conducted in 2014 on 64 nursing students that were randomly assigned into two groups of paper-based and electronic nursing process. The intervention included a one-day training on the nursing process and then its implementation on patients using the two mentioned methods during two weeks of internship. Quality of care was measured through a researcher-designed care quality questionnaire before and after the intervention. Students&rsquo; satisfaction with the implementation of the nursing process was measured through a researcher-designed students&rsquo; satisfaction questionnaire after the intervention. &nbsp;Results: The mean (&plusmn;standard deviation) score of students&rsquo; satisfaction in the paper-based nursing process and the electronic process was 37.3&plusmn;4.7 and 68.9&plusmn;14.2, respectively. There was a statistically significant difference between the two groups (P=0.015). After the intervention, the mean score of care quality in the electronic group was 46.9&plusmn;5.6 and the mean score of the paper-based group was 39.9&plusmn;9.2. This difference was also statistically significant (P<0.05). Conclusion: Since electronic nursing process can increase quality of care and students&rsquo; satisfaction more than the paper-based method, the use of electronic method may facilitate the implementation of the nursing process and change education and care giving from traditional forms to a thinking-based approach. Therefore, it is recommended to pay more attention to such method in planning nursing education