Peer Assisted Learning in Clinical Nursing Education: A Mixed Method Study
Yazarlar (2)
Dr. Öğr. Üyesi Şahizer ERAYDIN
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
Doç. Dr. Sevim GÜVEN
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
|
| Makale Alt Türü | Ulusal alan endekslerinde (TR Dizin, ULAKBİM) yayınlanan tam makale |
| Dergi Adı | Journal of education and research in nursing (Online) |
| Dergi ISSN | 2757-9204 |
| Dergi Tarandığı Indeksler | TR DİZİN |
| Makale Dili | İngilizce |
| Basım Tarihi | 12-2024 |
| Cilt No | 21 |
| Sayı | 4 |
| Sayfalar | 255 / 265 |
| DOI Numarası | 10.14744/jern.2024.77992 |
| Makale Linki | https://jer-nursing.org/jvi.aspx?pdir=jern&plng=eng&un=JERN-77992&look4= |
| Özet |
| Background: Peer-assisted learning is a student-centered social learning approach that arises from the communication and interactions among peers. Aim: The study aims to determine the reflections of first- and fourth-year nursing students regarding peer-assisted learning applied in a clinical setting. Methods: This study was based on an explanatory sequential design of mixed methods research. It was carried out with 147 first- and fourth-year nursing students in the same clinical environment. The two student groups worked together for a total of six weeks. During this process, fourth-year students provided peer support to first-year students. A questionnaire form was used to collect quantitative data, and qualitative data were col- lected through document analysis. Frequency and percentage were used in the analysis of quantitative data, while content analysis was used in the analysis of qualitative data. Results: Most first-year students (62.7%) stated that they were happy to be in the same clinic with fourth-year students, and 60% of them said they adjusted better when working with fourth graders. Based on the qualitative data of the research, the views of the first- year students were grouped under three themes: definitions for fourth-year students, peer support from fourth-year students, and expectations from peers; while the views of the fourth-year students were grouped under four themes: definitions for first-year students, contribution of peer education to fourth-year students, support for first-year students, and advice for first-year students. Conclusion: The vast majority of both groups were of the opinion that peer-assisted learning implementation was beneficial. It was observed that the implementation raised awareness among the participants and positively affected the learning process and facilitated the edu- cational experience. |
| Anahtar Kelimeler |
| : Clinical teaching | mixed method research | nursing education | peer education | peer-assisted learning |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları |