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Ethics code: IR.MEDILAM.REC.1397.069
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Shohani M, Jalilian M, Khorshidi A, moradi S. The effect of peer education on hand hygiene and standard precautions in first year nursing students of Ilam University of Medical Sciences in 2017. Journal title 2020; 3 (1)
URL: http://newresearch.medilam.ac.ir/article-1-1066-en.html
URL: http://newresearch.medilam.ac.ir/article-1-1066-en.html
Department of Nursing, School of Nursing and Midwifery, Ilam University of Medical sciences, Ilam, Iran
Abstract: (1967 Views)
Introduction: One of the new methods of teaching is peer teaching, but its efficacy has gained little attention in nursing education
especially in clinical skills. Therefore, this study examined the effect of near-peer teaching on learning hand hygiene skills among
nursing students. Methods: In this quasi-experimental study, 80 first grade nursing were selected and randomly assigned to two
groups: ʺinstructor teachingʺ and ʺnear-peer teachingʺ. The data collection tool was a hand hygiene skill checklist which was
completed based on observations before and after training. Intervention group and control group were practiced by peers and
academic member, respectively. Evaluation was done by one academic member who had no information about students groups
through the same checklist. Data were analyzed with conduct independent sample t- test and paired sample t-test. Confidence interval
95% (α= 0.05) was considered as significant level. Finding: The findings shows that, No significant difference was found between two
groups regarding the scores of hand hygiene skills before training (p = 0.66). After training, the average score of hand hygiene skills
was 10.8 ± 0.99 inʺ instructor group ʺ and 11.6 ± 0.53 in the ʺnear- peer groupʺ, and there was a significant difference between the
groups (p <0.01). Conclusion The improvement of nursing students’ hand hygiene skill in theʺ near-peer groupʺ is better than the
ʺinstructor teaching groupʺ and it is suggested to use it as a method for teaching students practical skills.
Keywords: Hand hygiene, Near-peer Education, Clinical instructor
especially in clinical skills. Therefore, this study examined the effect of near-peer teaching on learning hand hygiene skills among
nursing students. Methods: In this quasi-experimental study, 80 first grade nursing were selected and randomly assigned to two
groups: ʺinstructor teachingʺ and ʺnear-peer teachingʺ. The data collection tool was a hand hygiene skill checklist which was
completed based on observations before and after training. Intervention group and control group were practiced by peers and
academic member, respectively. Evaluation was done by one academic member who had no information about students groups
through the same checklist. Data were analyzed with conduct independent sample t- test and paired sample t-test. Confidence interval
95% (α= 0.05) was considered as significant level. Finding: The findings shows that, No significant difference was found between two
groups regarding the scores of hand hygiene skills before training (p = 0.66). After training, the average score of hand hygiene skills
was 10.8 ± 0.99 inʺ instructor group ʺ and 11.6 ± 0.53 in the ʺnear- peer groupʺ, and there was a significant difference between the
groups (p <0.01). Conclusion The improvement of nursing students’ hand hygiene skill in theʺ near-peer groupʺ is better than the
ʺinstructor teaching groupʺ and it is suggested to use it as a method for teaching students practical skills.
Keywords: Hand hygiene, Near-peer Education, Clinical instructor
: Cross sectional |
Subject:
General
Received: 2018/07/27 | Accepted: 2018/08/29 | Published: 2020/05/30
Received: 2018/07/27 | Accepted: 2018/08/29 | Published: 2020/05/30
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