Peer Support in Skills Training of Undergraduate Nursing Students at the International Level: An Evaluation of a Teaching and Learning Method

Abstract

Objective: This study aimed to evaluate the peer support method in skills training for first-year nursing students, including both local and international students. Material and Methods: This mixed-methods study included nursing students enrolled in an undergraduate nursing program at a foundation university in Turkey (n=106), who received nursing education in English. The study employed an intervention and control group (Standard Group, n=52; Peer Support Group, n=54) during the Spring Semester of the 2023-2024 academic year. Skills in calculating parenteral drug dose and withdrawing the calculated dose from a pre-diluted ready-to-use vial (Skill 1), and administering an intramuscular injection (Skill 2) were addressed. A focus group interview was conducted with intervention group participants (n=10) to assess their experiences with the method. Results: The study participants comprised 80.2% females, 67.0% local, and 33.0% international students. Although skill exam scores were higher in the PSG, there was no statistically significant difference between the groups (Overall score, p=0.382; Skill 1, p=0.797; Skill 2, p=0.189). The correct calculation step of Skill 1 had a low score in both groups (p=0.254). The level of satisfaction with this method among the intervention group was 9.07±1.26. Qualitative responses were grouped into the following main categories: "Safety and Comfort," "Teaching and Learning," "Motivation," "Communication," "Knowledge and Experience," and "Process Management." Conclusion: The scores of Skills 1 and 2 can generally be interpreted as being at a moderate level. Although there was no statistically significant difference, the scores favored the intervention group.

Keywords

• Baccalaureate nursing education
• clinical skills
• nursing education research

Uluslararası Düzeyde Hemşirelik Lisans Öğrencilerinin Beceri Eğitiminde Akran Desteği: Bir Öğretme ve Öğrenme Yönteminin Değerlendirilmesi

Abstract

Amaç: Bu çalışma, ulusal ve yabancı öğrencilerden oluşan birinci sınıf öğrencilerine yönelik beceri eğitiminde akran destek yöntemini değerlendirmeyi amaçlamıştır. Gereç ve Yöntem: Bu karma yöntem çalışmasına, İngilizce hemşirelik eğitimi veren Türkiye'deki bir vakıf üniversitesinin hemşirelik lisans programına kayıtlı hemşirelik öğrencileri (n=106) dahil edilmiştir. Çalışma, 2023-2024 akademik yılı Bahar Dönemi’nde girişim ve kontrol gruplu (Standart Grup, n=52; Akran Destek Grubu, n=54) olarak yürütülmüştür. Çalışmada, parenteral ilaç dozu hesaplama ve hesaplanan dozu önceden seyreltilmiş kullanıma hazır bir flakondan çekme (Beceri 1) ve intramüsküler enjeksiyon uygulama (Beceri 2) becerileri ele alınmıştır. Katılımcıların yönteme ilişkin deneyimlerini değerlendirmek üzere girişim grubu katılımcılarıyla (n=10) odak grup görüşmesi yapılmıştır. Bulgular: Çalışmanın katılımcılarının %80,2'si kadın olup %67,0'ını ulusal ve %33,0’ını uluslararası öğrenciler oluşturmuştur. Genel beceri sınavı ve her iki becerinin puanları girişim grubunda daha yüksek olmasına karşın, gruplar arasında istatistiksel olarak anlamlı bir fark bulunmamıştır (Toplam beceri, p=0,382; Beceri 1, p=0,797; Beceri 2, p=0,189). Beceri 1’in ilaç dozunu doğru hesaplama adımı her iki grupta da düşük puan almıştır (p=0,254). Girişim grubu katılımcılarının yönteme ilişkin memnuniyet düzeyi 9,07±1,26'dır. Nitel yanıtlar “Güvenlik ve Konfor”, “Öğretme ve Öğrenme”, “Motivasyon”, “İletişim”, “Bilgi ve Deneyim” ve “Süreç Yönetimi” ana kategorilerinde gruplandırılmıştır. Sonuç: Beceri 1 ve Beceri 2 puanları genel olarak orta düzeyde olarak yorumlanabilir. İstatistiksel olarak anlamlı bir fark olmamasına karşın puanlar girişim grubu lehine yüksektir.

Keywords

• Hemşirelik lisans eğitimi
• hemşirelik eğitimi araştırması
• klinik beceriler

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