EFFECT OF PEER CLINICAL TEACHING METHOD ON THE EDUCATION OF OPERATING ROOM STUDENTS

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LOTFI M.; ZAMANZADEH V.; SHEIKHALIPOUR Z.

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Journal: Journal of Nursing Education Year:2012 | Volume:1 | Issue:1 Page(s): 78-83

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Information Journal Paper

Title

EFFECT OF PEER CLINICAL TEACHING METHOD ON THE EDUCATION OF OPERATING ROOM STUDENTS

Author(s)

LOTFI M. | ZAMANZADEH V. | SHEIKHALIPOUR Z. | Issue Writer Certificate

Keywords

PEER CLINICAL TEACHINGQ3

CLINICAL COMPETENCYQ2

EDUCATIONAL TEACHING METHODSQ3

Abstract

Introduction: The operating room is a complicated system, which coordinates the person, technology, and patient in a physical environment to achieve optimal outcomes. Therefore, improving knowledge and skills of nurses in the operating room is essential. However, the studies indicate that nursing students may not be prepared enough to practice in clinical settings. Due to the lack of students’ efficiency in clinical situations, the shortage of nurse instructors, lack of education-practice cooperation, there is a need to change clinical teaching methods. The purpose of this study was to investigate the effect of peer clinical education model on the expected level of competency in operating room students.Methods: This was a pre-experimental design. All operating room freshman students, including 28 people who were passing their clinical course in the Central Sterilization Room at a teaching hospital participated in this study. At the beginning of implementing this model, the curriculum outline such as course objectives, logbook, and evaluation practices was developed. Students were divided into five groups with maximum six members in each. The PEER CLINICAL TEACHING method was used to teach students. At the end, the expected level of competency in operating room students was evaluated.Results: Most students (80%) estimated their competency level to be 4 to 5 (X=3.33±0.76, CI=3.01-3.65). They showed a maximum competency in packaging instruments for sterilizing and the minimum competency in working with chemical disinfectant solutions. In addition, over 70% of students believed that they gained necessary guidance on the packing and preparing surgical instruments and using autoclave. They were also satisfied for making communication with the head nurse, and being accepted by ward's staff.Conclusion: Since this educational model emphasizes on the collaboration between skillful staff during clinical training, its implementation in nursing education is recommended.

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APA: Copy

LOTFI, M., ZAMANZADEH, V., & SHEIKHALIPOUR, Z.. (2012). EFFECT OF PEER CLINICAL TEACHING METHOD ON THE EDUCATION OF OPERATING ROOM STUDENTS. JOURNAL OF NURSING EDUCATION (JNE), 1(1), 78-83. SID. https://sid.ir/paper/238382/en

Vancouver: Copy

LOTFI M., ZAMANZADEH V., SHEIKHALIPOUR Z.. EFFECT OF PEER CLINICAL TEACHING METHOD ON THE EDUCATION OF OPERATING ROOM STUDENTS. JOURNAL OF NURSING EDUCATION (JNE)[Internet]. 2012;1(1):78-83. Available from: https://sid.ir/paper/238382/en

IEEE: Copy

M. LOTFI, V. ZAMANZADEH, and Z. SHEIKHALIPOUR, “EFFECT OF PEER CLINICAL TEACHING METHOD ON THE EDUCATION OF OPERATING ROOM STUDENTS,” JOURNAL OF NURSING EDUCATION (JNE), vol. 1, no. 1, pp. 78–83, 2012, [Online]. Available: https://sid.ir/paper/238382/en

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