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A Comparison of the Effects of Peer Teaching and Small-Group Learning[NF1] on the Readiness and Attitudes of Aja Nursing Students in Caring for Trauma Patients
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Arash Rahmanimanesh *1    , Hengameh Habibi2 , Amirhosein Pishgoee3 |
1- Nursing School, Aja University of Medical Sciences, Tehran, Iran
2- Emergency Nursing Department, Nursing School, Aja University of Medical Sciences, Tehran, Iran
3- Critical Care Nursing Department, Nursing School, Aja University of Medical Sciences, Tehran, Iran |
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Abstract: (52 Views) |
Introduction: Assessing and improving nursing students’ readiness and attitudes in caring for trauma patients-especially in military settings—is highly important, making the choice of effective teaching methods essential.
Objective: The aim of this study was to compare the impact of peer-led and small group teaching methods on the readiness and attitudes of Army nursing students in caring for trauma patients.
Methods and Methods: This study was a clinical trial, and the study population included all sixth, seventh, and eighth semester undergraduate nursing students in 2023. A total of 90 students were selected through convenience sampling and randomly assigned by lottery into three groups: small groups, peer groups, and a control group. The advanced life support program for trauma patients was carried out for the intervention groups according to the relevant method. The control group did not receive any intervention. Data were collected using a student demographic information form, a trauma patient care readiness questionnaire, and an attitude assessment questionnaire, which were administered before and two weeks after the intervention. Data analysis was performed using SPSS version 22.
Results: The study results showed that before the intervention, there was no statistically significant difference in the average attitude and readiness of students across the three groups (P=0.051 and P=0.49). After the intervention, the average readiness scores of students in the peer group and the small group showed a significant difference (P<0.001). The average attitude scores of students in both intervention groups also improved (P<0.001), but there was no statistical difference between the two teaching methods-peer teaching and small-group instruction (P=0.41).
Conclusion: Based on the study results, both peer teaching and small group sessions can be used to better prepare students for patient care.
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| Keywords: Attitude, Caring for Trauma Patients, Nurses, Peer Education, Preparedness, Students, Small Group |
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Full-Text [PDF 562 kb]
(47 Downloads)
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Type of Study: Research |
Subject:
Nursing education
Received: 2024/03/20 | Revised: 2024/08/12 | Accepted: 2024/08/14 | Published: 2025/06/30
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