THE EFFECT OF PEER MENTORING MODEL USED TO TEACH PERIPHERAL INTRAVENOUS CATHETER PLACEMENT ON KNOWLEDGE, SKILLS, SELF-CONFIDENCE, SATISFACTION AND FEAR OF NURSING STUDENTS: A RANDOMIZED CONTROLLED TRIAL

Year 2022, , 343 - 349, 31.12.2022

Serpil Su , Ayşe Kacaroğlu Vicdan

https://doi.org/10.52831/kjhs.1172830

Abstract

Objective: The aim of this study is to evaluate the effect of peer mentoring model used to teach peripheral intravenous catheter placement on knowledge, skills, self-confidence, satisfaction and symptoms of fear of nursing students.
Method: This is a controlled, randomized, parallel group and single center study. The Shapiro-Wilk Test, Wilcoxon Signed Rank Test, Mann-Whitney U Test were used for the analysis of the data. The EtaSquared value was used for the effect value of the data.
Results: When peripheral intravenous catheter knowledge and skills of students were evaluated, there was no statistical difference between the knowledge and skill mean scores of the students in the peer mentoring model group (n=50) and the students in the traditional teaching model (n=51) (p=0.389). When the scores for satisfaction about peripheral intravenous catheter insertion procedures were analysed, a significant difference was found between the groups with an effect value below the medium level (p=0.048, η2=0.038). When the students' self-confidence scores were evaluated, a significant difference was found the groups with an effect value the medium level (p=0.004, η2=0.078). The students in the control group experienced more often symptom of feeling tense compared to the students in the experimental group (p=0.004).
Conclusion: This study found that the peer mentoring model was as effective as the traditional teaching model in gaining skills of peripheral intravenous catheter placement, and the students' self-confidence and satisfaction were higher.

Keywords

Mentoring, Nursing Students, Intravenous Catheter, Knowledge, Skills

Supporting Institution

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Project Number

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Thanks

The researchers would like to thank all the students who voluntarily participated in this study and to the educators who created the conditions for it to take place.

AKRAN MENTÖRLÜĞÜ MODELİNİN HEMŞİRELİK ÖĞRENCİLERİNİN PERİFERİK İNTRAVENÖZ KATETER UYGULAMASINDA BİLGİ, BECERİ, ÖZGÜVEN, MEMNUNİYET VE KORKU ÜZERİNE ETKİSİ: RANDOMİZE KONTROLLÜ ÇALIŞMA

Abstract

Amaç: Bu çalışma, periferik intravenöz kateter uygulamasının öğretiminde akran mentörlüğü modelinin hemşirelik öğrencilerinin bilgi, beceri, özgüven, memnuniyet ve korku semptomlarına etkisini değerlendirmek amacıyla yapıldı.
Yöntem: Randomize kontrollü, paralel gruplu ve tek merkezli bir çalışmadır. Verilerin analizinde Shapiro-Wilk Testi, Wilcoxon Signed Rank Testi, Mann-Whitney U Testi kullanıldı. Verilerin etki değeri için Eta kare değeri kullanıldı.
Bulgular: Öğrencilerin periferik intravenöz kateter uygulamasında bilgi ve becerileri değerlendirildiğinde, akran mentörlüğü modeli grubundaki öğrenciler (n=50) ile standart öğretim modelindeki öğrencilerin (n=51) bilgi ve beceri puan ortalamaları arasında istatistiksel olarak fark bulunmadı (p=0.389). Periferik intravenöz kateter uygulamasında öğrencilerin memnuniyet puanları değerlendiğinde gruplar arasında orta düzeyin altında etki değeri olan anlamlı bir farklılık bulundu (p=0.048, η2=0.038). Öğrencilerin özgüven puanları değerlendiğinde gruplar arasında orta düzey etki değeri olan anlamlı bir farklılık bulundu (p=0.004, η2=0.078). Kontrol grubu ve deney grubu karşılaştırıldığında Kontrol grubundaki öğrencilerin, deney grubundaki öğrencilere göre kendilerini daha fazla gergin hissettiği belirlendi (p=0.004).
Sonuç: Bu çalışmada periferik intravenöz kateter uygulamasında öğrencilere beceri kazandırılmasında akran mentörlüğü modelinin standart öğretim modeli kadar etkili olduğu, öğrencilerin özgüven ve memnuniyetlerinin daha yüksek olduğu bulundu.

Keywords

Mentörlük, Hemşirelik Öğrencisi, İntravenöz Kateter, Bilgi, Beceri

Project Number

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