Abstract
Background: Peer teaching has been used in education to address critical thinking, psychomotor skills, cognitive development, and academic gains. It can be an alternative to traditional instruction by a specialist that enables more students to be trained in CPR. As it is widely available, cost-effective, and culturally attuned. Aim of the current study is to determine the effectiveness of peer teaching on the performance of nursing students’ regarding pediatric cardio pulmonary resuscitation. A Quasi-experimental research design was used to conduct the current study at the clinical Pediatric laboratory skills, Faculty of Nursing, Suez canal University. Subjects: All 92 nursing students enrolled in the 3rd year, were agreed to participate in the study. These were divided into two groups equally; study and control groups and was selected randomly. Tools: Four tools were used for data collection: A Structured Interviewing Questionnaire Schedule, Student's Clinical Evaluation checklist, Clinical Teaching Preference Questionnaire and Peer Teaching Experience Questionnaire. Results: The study findings indicate that, the knowledge and performance scores of the nursing students studying by peer teaching method will be significantly better than those studying by traditional teaching methods. The student in this group agreed on many benefits of the peer teaching both as teachers' and student. Conclusion: Based on the results of the present study, it was concluded that, our study findings add more support in favor of the peer teaching approach evidence by an obvious improvement in students' knowledge and performance scores. Moreover, The majority of students in this group feeling less anxious, comfortable, more self confident in teaching as well as improving their communication skills Recommendation: Adopt peer teaching method in undergraduate nursing curricula for teaching clinical skills to enhance students' acquisition of knowledge with better performance. Similar studies should replicate the current study with a larger sample size at several universities in order to provide stronger evidence for generalized the results.
Highlights
Peer teaching has been used in education to address critical thinking, psychomotor skills, cognitive development, and academic gains
Concerning study group students' feedback regarding their preferences of the peer teaching method, Table (5) shows that more than two third 69.5% of them agreed upon the issues related to better acquisition of problem solving skills, increase sense of responsibility, more interactive and collaborative with others students, received honest feedback, more self confidence, less anxious, better communication and helping in general
Contradicts with study from Cho etal., (2015) (27) who revealed that, there was no significant differences in knowledge about CPR of the two groups of nursing students exposed to peer and traditional teaching methods
Summary
Effect of Peer Teaching Versus Traditional Teaching Method on Nursing Students' Performance Regarding Pediatric Cardio pulmonary Resuscitation. Amal Gharib sabaq Lecturer of Pediatric Nursing Faculty of Nursing, Benha University. Manal Farouk Lecturer of Pediatric Nursing, Faculty of Nursing, Suez canal University. Safaa Salah Ismail Assistant professor of Pediatric Nursing, Faculty of Nursing, Helwan University
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