Al Yahyaei Asma, Natarajan Jansi Rani, Seshan Vidya, Joseph Mickael Antoine, Valsaraj Blessy Prabha, Hamed Al Abri Fatema
Fundamentals and Administration Department, College of Nursing, Sultan Qaboos University, Muscat, Oman.
School of Health in Social Science, The University of Edinburgh, Edinburgh, UK.
SAGE Open Nurs. 2024 Oct 8;10:23779608241282168. doi: 10.1177/23779608241282168. eCollection 2024 Jan-Dec.
The entry to a professional course such as nursing is challenging for the students, due to its multifaceted curriculum and learning expectations.
This study investigates the impact of peer tutoring on academic performance, psychological empowerment, and satisfaction among first-year nursing students.
A quantitative approach with one-group pre-test post-test design was utilized. The study participants were 104 students, with 98 completing both pre- and post-test assessments.
Findings revealed a significant increase in academic performance following peer tutoring (t = 8.97, p < .001), particularly among female participants (t = 4.14, p < .001). Analysis of perceived usefulness showed higher ratings among peer tutors compared to tutees (t = 4.380, p =< .000). Additionally, students with lower GPAs (Grade Point Average) demonstrated significant improvement in academic performance post-tutoring in the ANOVA (F = 6.214, p < .001). A positive correlation was found between psychological empowerment and the perceived usefulness of peer tutoring. Peer tutors reported high levels of satisfaction and positive experiences (r = 0.639, p = 0.001).
This study emphasises the value of peer tutoring in enhancing academic outcomes and highlights the significance of demographic variables in educational interventions. The need for widespread implementation of peer tutoring programs, personalized approaches addressing gender biases, and comprehensive support for students with diverse academic backgrounds would enhance academic outcomes. The correlation between psychological empowerment and the perceived usefulness of peer tutoring climaxes the importance of addressing students' psychological needs in educational interventions.
由于护理等专业课程的课程内容多方面且学习期望高，学生进入该专业课程具有挑战性。
本研究调查同伴辅导对一年级护理专业学生学业成绩、心理赋能和满意度的影响。
采用单组前后测设计的定量研究方法。研究参与者为104名学生，其中98名完成了前后测评估。
研究结果显示，同伴辅导后学业成绩显著提高（t = 8.97，p <.001），尤其是女性参与者（t = 4.14，p <.001）。对感知有用性的分析表明，同伴辅导者的评分高于被辅导者（t = 4.380，p <=.000）。此外，平均绩点较低的学生在方差分析中显示，辅导后学业成绩有显著提高（F = 6.214，p <.001）。心理赋能与同伴辅导的感知有用性之间存在正相关。同伴辅导者报告了高水平的满意度和积极体验（r = 0.639，p = 0.001）。
本研究强调了同伴辅导在提高学业成绩方面的价值，并突出了人口统计学变量在教育干预中的重要性。广泛实施同伴辅导计划、采用个性化方法解决性别偏见问题以及为不同学术背景的学生提供全面支持，将提高学业成绩。心理赋能与同伴辅导的感知有用性之间的相关性凸显了在教育干预中满足学生心理需求的重要性。
