EFFECT OF USING PEER ASSISTED LEARNING APPROACH ON CLINICAL SELF-EFFICACY OF NURSING STUDENTS AT ISLAMIC AZAD UNIVERSITY OF TEHRAN MEDICAL SCIENCES BRANCH

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Parchebafieh Samaneh; SAFAVI MAHBOUBEH; MASHOUF SOHEILA; SALEHI SHIVA; ESMAEILI POUR ZANJANI SIMIN; BAKHSHANDEH HOOMAN

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Journal: Journal of Nursing Education Year:2018 | Volume:6 | Issue:6 Page(s): 8-15

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Title

EFFECT OF USING PEER ASSISTED LEARNING APPROACH ON CLINICAL SELF-EFFICACY OF NURSING STUDENTS AT ISLAMIC AZAD UNIVERSITY OF TEHRAN MEDICAL SCIENCES BRANCH

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PEER ASSISTED LEARNINGQ2

CLINICAL SELF EFFICACYQ1

NURSINGQ2

NURSING STUDENTSQ2

Abstract

Introduction: Teaching and learning from peers is an effective educational intervention for health science students in clinical settings. PEER ASSISTED LEARNING is a situation in which people of an equal social group, who are not professional teachers, help others learn, and they themselves learn during teaching at the same time. The aim of this study was to investigate the effect of using PEER ASSISTED LEARNING approach on clinical self-efficacy of NURSING students in selected fields of Islamic Azad University of Medical Sciences in Tehran.Methods: This study was a quasi-experimental and case-control research. Sampling was done via the census method and included 150 cases. These subjects were divided to 2 groups of case and control by simple random sampling; the control group received conventional methods (by clinical instructor) and the case groups by peer learning, and experienced clinical education for 3 weeks. The data collection tool included psychometric questionnaires by Cheraghi and et al. to assess self-efficacy in clinical practice with a 4-point Likert scale in 4 domains. All students completed questionnaires before and after training. For data analysis, the SPSS (Ver 22) software was used at the descriptive level (measure of central tendency) and inferential statistics (independent t test, Chi-square, and covariance analysis). In this study, P˂0.05 was considered significant.Results: Descriptive findings showed that with the loss of 9 people, 141 NURSING students participated in the case (68 students) and the control group (73 students). Students of the 2 groups did not differ significantly in terms of age, gender, and habitat (native and non-native). The results of covariance assumptions showed that due to non-violation of the linear assumption, the homogeneity of the studied regression slope and the variance consistency of the data of the study groups, the research hypothesis was confirmed (P<0.00). The peer-assisted learning approach had an impact on increasing the clinical self-efficacy of NURSING students.Conclusions: It seems that the use of PEER ASSISTED LEARNING approach is effective in improving patient care dimensions by increasing the self-efficacy of students.

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APA: Copy

Parchebafieh, Samaneh, SAFAVI, MAHBOUBEH, MASHOUF, SOHEILA, SALEHI, SHIVA, ESMAEILI POUR ZANJANI, SIMIN, & BAKHSHANDEH, HOOMAN. (2018). EFFECT OF USING PEER ASSISTED LEARNING APPROACH ON CLINICAL SELF-EFFICACY OF NURSING STUDENTS AT ISLAMIC AZAD UNIVERSITY OF TEHRAN MEDICAL SCIENCES BRANCH. JOURNAL OF NURSING EDUCATION (JNE), 6(6 ), 8-15. SID. https://sid.ir/paper/238369/en

Vancouver: Copy

Parchebafieh Samaneh, SAFAVI MAHBOUBEH, MASHOUF SOHEILA, SALEHI SHIVA, ESMAEILI POUR ZANJANI SIMIN, BAKHSHANDEH HOOMAN. EFFECT OF USING PEER ASSISTED LEARNING APPROACH ON CLINICAL SELF-EFFICACY OF NURSING STUDENTS AT ISLAMIC AZAD UNIVERSITY OF TEHRAN MEDICAL SCIENCES BRANCH. JOURNAL OF NURSING EDUCATION (JNE)[Internet]. 2018;6(6 ):8-15. Available from: https://sid.ir/paper/238369/en

IEEE: Copy

Samaneh Parchebafieh, MAHBOUBEH SAFAVI, SOHEILA MASHOUF, SHIVA SALEHI, SIMIN ESMAEILI POUR ZANJANI, and HOOMAN BAKHSHANDEH, “EFFECT OF USING PEER ASSISTED LEARNING APPROACH ON CLINICAL SELF-EFFICACY OF NURSING STUDENTS AT ISLAMIC AZAD UNIVERSITY OF TEHRAN MEDICAL SCIENCES BRANCH,” JOURNAL OF NURSING EDUCATION (JNE), vol. 6, no. 6 , pp. 8–15, 2018, [Online]. Available: https://sid.ir/paper/238369/en

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