Khodadadi Azam, Froutan Razieh, Salehian Maryam, Mazlom Seyed Reza
Department of Medical-Sugical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
Nursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.
Iran J Nurs Midwifery Res. 2022 Jan 25;27(1):75-80. doi: 10.4103/ijnmr.ijnmr_199_21. eCollection 2022 Jan-Feb.
Considering the importance of report writing and its problems, different teaching methods can be used to improve nurses' knowledge and performance, among which is peer teaching. This study aimed to determine the effect of peer teaching on the quality of report writing based on the nursing process.
This quasi-experimental study examined 60 nurses working in the surgical and cardiac wards of Razavi Hospital in Mashhad during 2019. These wards randomly assigned to intervention ( = 30) and control ( = 30) groups. For 2 weeks, report writing teaching was implemented for the intervention group based on the nursing process through peer teaching. The control group routinely performed report writing. At the beginning and end of the study, we reviewed nursing reports of both groups using a valid and reliable checklist. Data were analyzed using two-way analysis of variance with repeated-measures analysis of variance.
Before the intervention, there was no significant difference between the two groups in terms of scores of report writing quality in structure, content dimensions, and the total scores ( > 0.05). After the intervention, the mean score changes were significantly higher in the structure (Mean Difference (MD) = 4.99, 95%CI: 1. 26-8.72, < 0.010), content (MD = 8.11, 95%CI: 4.91-11.31, < 0.001), and the total quality of report writing (MD = 7.54, CI: 4.56-10.53, < 0.010) in the intervention group than the control group.
Peer teaching improved the nurses' quality of report writing. The teaching planners are recommended to use this method to train nursing staff.
鉴于报告撰写的重要性及其存在的问题，可以采用不同的教学方法来提高护士的知识水平和工作表现，同伴教学便是其中之一。本研究旨在确定基于护理程序的同伴教学对报告撰写质量的影响。
这项准实验研究对2019年期间在马什哈德拉扎维医院外科和心脏科病房工作的60名护士进行了调查。这些病房被随机分为干预组（n = 30）和对照组（n = 30）。在两周的时间里，通过同伴教学基于护理程序对干预组进行报告撰写教学。对照组则按常规进行报告撰写。在研究开始和结束时，我们使用一份有效且可靠的检查表对两组的护理报告进行了审查。数据采用重复测量方差分析的双向方差分析进行分析。
干预前，两组在报告撰写质量的结构、内容维度和总分方面得分无显著差异（P > 0.05）。干预后，干预组在报告撰写的结构（平均差（MD）= 4.99，95%置信区间：1.26 - 8.72，P < 0.010）、内容（MD = 8.11，95%置信区间：4.91 - 11.31，P < 0.001）以及报告撰写的总体质量（MD = 7.54，置信区间：4.56 - 10.53，P < 0.010）方面的平均得分变化显著高于对照组。
同伴教学提高了护士的报告撰写质量。建议教学规划者使用这种方法培训护理人员。
