J Korean Acad Soc Nurs Educ.
2017 Feb;23(1):27-36. 10.5977/jkasne.2017.23.1.27.
The Effects of Self-directed Practice using Peer-tutoring on Confidence, Performance and Learning Satisfaction of Nursing Students in Practicing Core Nursing Skills
- Affiliations
-
- 1Professor, College of Nursing, Taegu Science University, Korea.
- 2Assistant Professor, Korea Armed Forces Nursing Academy, Korea. olive377@gmail.com
- 3Assistant Professor, Korea Armed Forces Nursing Academy, Korea.
- 4Senior Nursing Officer, The Armed Forces Ildong Hospital, Korea.
- 5Assistant Professor, Korea Armed Forces Nursing Academy, Korea.
- KMID: 2371138
- DOI: http://doi.org/10.5977/jkasne.2017.23.1.27
Abstract
- PURPOSE
The purpose of the non-equivalent control group pretest-posttest study was to test the effects of self-directed nursing practice using peer-tutoring, on the level of confidence, performance and learning satisfaction of nursing students in practicing core nursing skills.
METHODS
The data were collected from 80 junior nursing students at a nursing college in Daejeon before and after 3 weeks of intervention on practicing six core nursing skills, according to the highest order of priority. The subjects were divided into the peer-tutoring practice group (PTPG, n=40) and the lecturer-guided practice group (LGPG, n=40). The data were analyzed using mean, frequency, and t-test.
RESULTS
The PTPG scored statistically higher than the LGPG on the performance of "˜indwelling urinary catheterization' and "˜wearing protection equipment while entering quarantine room & disposing waste' The PTPG scored statistically higher than the LGPG on the confidence of "˜indwelling urinary catheterization' and "˜inserting intravenous catheterization'. The PTPG scored statistically higher on learning satisfaction than LGPG.
CONCLUSION
The results showed that self-directed nursing practice using peer-tutoring could be effective for nursing students in improving proficiency in core nursing skills and might be applied to core nursing skills training.
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