Student research committee, Department of nursing, Faculty of Nursing and Midwifery, Ilam University of Medical sciences, Ilam, Iran.
Department of Nursing, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences, Ilam, Iran.
Nurse Educ Today. 2020 Jun;89:104378. doi: 10.1016/j.nedt.2020.104378. Epub 2020 Feb 19.
The promotion of clinical nursing education requires using modern educational methods to develop students' knowledge and skills. There are however many different models by which education can be delivered with a wealth of literature supporting varying approaches. This is of particular relevance to clinical education where to date no singular approach has been identified as being the most appropriate.
This study aimed to compare and investigate the effect of a peer education method, a mentor-led education method versus a traditional faculty-led method for instruction regarding surgical wound care skills among nursing students.
This study used an experimental three-group pre- and post-test design.
The research was conducted within two surgical wards of a university-affiliated hospital in the west of Iran.
A total of 102 nursing students (first and second year) were assigned to three groups; peer-led learning group (n = 34), mentorship-led group (n = 34) or a faculty-led control group (n = 34).
To ascertain performance in surgical dressing skill, data was collected in each group before and after the respective educational intervention. Data was collected using a surgical dressing skills checklist made by the research team which was piloted prior to the study. All statistical analysis was performed using SPSS v.22.0 (SPSS Inc., Chicago, IL).
Based on findings, after the intervention, the mean (SD) scores of surgical dressing and wound care skills were 28.24 (4.63), 31.76 (4.89), and 29.12 (5.33) for the peer-led, mentor-led and faculty-led groups, respectively. There was no significant difference between mentor group and faculty group or between peer group and faculty group (P > 0.05). However, the findings did demonstrate statistical difference in performance in surgical dressings and wound care techniques in the mentorship group method compared to the peer method (P = 0.006).
Although participants in the mentor group performed best of all groups, our findings demonstrate that those in the peer method group performed as well as those in the faculty-led group in surgical dressing performance. Therefore, it is recommended that peer and mentor learning methods are given consideration by curriculum planners in for use in the development of student nurse clinical skill and competence in surgical wound care.
临床护理教育的推广需要运用现代教育方法来提高学生的知识和技能。教育的实施模式有很多种，相关文献也支持不同的方法，这在临床教育中尤其如此，因为迄今为止，还没有一种方法被确定为是最合适的。
本研究旨在比较和探讨同伴教育、导师指导教育与传统教师指导教学法对护理学生外科伤口护理技能的影响。
本研究采用实验性三群组前后测试设计。
研究在伊朗西部一所大学附属医院的两个外科病房进行。
共有 102 名护理学生（一年级和二年级）被分为三组：同伴学习组（n=34）、导师指导组（n=34）或教师指导对照组（n=34）。
为了确定外科伤口护理技能的表现，在每个组接受各自的教育干预前后，使用由研究团队制作的外科伤口护理技能检查表收集数据。在研究之前，对检查表进行了预试验。所有的统计分析均使用 SPSS v.22.0（SPSS Inc.，芝加哥，IL）进行。
根据研究结果，在干预后，同伴指导、导师指导和教师指导组的外科伤口护理技能的平均（标准差）得分分别为 28.24（4.63）、31.76（4.89）和 29.12（5.33）。导师指导组和教师指导组之间，以及同伴指导组和教师指导组之间，差异均无统计学意义（P>0.05）。然而，研究结果确实表明，在导师指导组与同伴指导组之间，在外科伤口护理技术方面的表现有统计学差异（P=0.006）。
尽管导师指导组的参与者表现最好，但我们的研究结果表明，同伴指导组的参与者在外科伤口护理表现方面与教师指导组的表现一样好。因此，建议课程规划者考虑采用同伴和导师学习方法，以培养学生护士在外科伤口护理方面的临床技能和能力。
