Karadeniz Technical University, Nursing Department, Trabzon, Türkiye.
Celal Bayar University, Nursing Department, Manisa, Türkiye.
Nurse Educ Today. 2022 Sep;116:105455. doi: 10.1016/j.nedt.2022.105455. Epub 2022 Jun 27.
It is a basic requirement in professional nursing education that nursing students learn the process of caring as the entity at the center of nursing practice. Peer mentoring programs can be beneficial for the mutual growth of mentors and mentees and improve the care competencies of nursing students.
To compare the effects of face-to-face and electronic peer mentoring on students' nursing process-based patient care plan preparation and motivation levels for the course.
The study used an experimental three-group design.
This experimental study was conducted with 83 first- and 6 fourth-year nursing students.
The data were collected with the information and opinion form, the Instructional Materials Motivation Survey (IMMS), and the Nursing Care Plan Rubric (NCPR). In the study, conducted with three subgroups of each group, the experimental group received electronic peer mentoring (EPM), and the experimental group 2 received face-to-face peer mentoring (FPM), while the control group did not receive any intervention.
It was statistically significant that the students in the EPM group had higher patient care plan preparation scores than the FPM and control groups, and the FPM group had higher patient care plan preparation scores than the control group (p < 0.05). Also, the students in the FPM group had statistically significantly higher confidence-satisfaction sub-dimension scores on the IMMS than those in the EPM and control groups (p < 0.05).
While electronic peer mentoring was effective on the patient care plan preparation levels of first-year nursing students, face-to-face peer mentoring was more effective in increasing the students' confidence and attitude levels and thus their motivation levels.
护理专业学生学习以护理实践为中心的护理过程，这是专业护理教育的基本要求。同伴指导计划可以使导师和学员相互成长，并提高护理学生的护理能力。
比较面对面和电子同伴指导对学生护理过程为基础的患者护理计划准备和课程动机水平的影响。
本研究采用实验性三群组设计。
这项实验性研究共纳入 83 名一年级和 6 名四年级护理学生。
使用信息和意见表、教学材料动机调查（IMMS）和护理计划量表（NCPR）收集数据。在研究中，每组分为三个亚组，实验组接受电子同伴指导（EPM），实验组 2 接受面对面同伴指导（FPM），对照组不接受任何干预。
EPM 组学生的患者护理计划准备得分显著高于 FPM 和对照组，FPM 组学生的患者护理计划准备得分显著高于对照组（p<0.05）。此外，FPM 组学生在 IMMS 的信心-满意度子维度得分显著高于 EPM 和对照组（p<0.05）。
虽然电子同伴指导对一年级护理学生的患者护理计划准备水平有效，但面对面同伴指导在提高学生的信心和态度水平从而提高他们的动机水平方面更有效。
