Design, Implementation, and Evaluation of Peer Learning in Teaching Technical Skills to Second-Year Nursing Students. (PL)

Marta Lizarbe

Status: Completed

Conditions: Simulation Training; Urinary Catheterization

Treatments: Other: Educative: Peer-learning

Study type: Interventional

Funder types: Other

Identifiers

NCT07035548

2024.172

Details and patient eligibility

About

The goal of this randomized controlled trial is to evaluate the effectiveness of a peer-learning educational intervention for teaching procedural skills to second-year nursing students. The study aims to answer the following key questions:

• Does the peer-learning intervention group gain equal or greater knowledge compared to those who learn by the traditional method?
• Do students in the peer-learning intervention group demonstrate higher self-efficacy for learning?
• Do students in the peer-learning intervention group demonstrate higher classroom engagement for learning?
• Do students in the peer-learning intervention group demonstrate higher general satisfaction with their learning experience?

Researchers will compare the peer-learning method with the traditional teaching methods to assess the acquisition of the procedural skill "urinary catheterization" in university nursing students.

Participants will:

• Attend a two-hour class to learn urinary catheterization.
• Work with a guide and a peer for self-training.
• Practice the procedural skills as many times as needed.
• Be evaluated by a teacher.

Full description

Within the nursing curriculum, students dedicate significant effort to acquiring clinical procedural skills. Therefore, promoting student-centered educational activities with active learning methodologies fosters self-regulated learning and enhances commitment and participation in developing clinical competencies. Pedagogically grounded in social interaction and collaborative learning, as originally proposed by theorists like Piaget and Vygotsky, Peer-Learning has emerged as a valuable approach. Through this methodology, students learn by engaging in activities where they interact with peers, articulate their ideas and reflections, and practice giving and receiving feedback. As Joubert stated, "to teach is to learn twice."

Furthermore, it is crucial to assess each student's learning outcomes, their commitment to their own learning, and their satisfaction with the educational activity. This allows for reorientation or adaptation to specific educational contexts, ultimately leading to improved nursing training and a professional profile capable of meeting the current demands of healthcare.

General Objective

To design, implement, and evaluate the outcomes of implementing Peer-Learning for the nursing intervention of urinary catheterization among second-year nursing students.

Enrollment: 123 patients

Sex: All

Ages: 18+ years old

Volunteers: No Healthy Volunteers

Inclusion criteria

• Second years nursing students

Exclusion criteria

• If participants have previously utilized peer learning as a method for acquiring or reinforcing knowledge and skills.

Trial design

Primary purpose: Basic Science

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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123 participants in 2 patient groups

Peer-learning

Experimental group

Description:

Arm intervention group: Participants in the peer-learning intervention group will complete a structured educational program focused on acquiring urinary catheterization skills. The intervention includes: * (1) Self-Learning Preparation: Prior to the in-person session, participants will engage in general self-learning preparation (pre-briefing), completed independently outside the simulation center. * A two-hour in-person (2) Didactic Session will be dedicated to theoretical instruction and demonstration of urinary catheterization by a practical lecturer (ten minutes) and a peer-Guided Practice. Here, Students divided into pairs, will use a comprehensive guide for self-training and practice the procedural skills. This peer-supported practice allows for repeated attempts and immediate feedback. During the didactic session, participants are encouraged to practice as many times as necessary to achieve proficiency. Finally, and after peer-training, each participant's mastery of the skill w

Treatment:

Other: Educative: Peer-learning

Traidional teaching

No Intervention group

Description:

Arm control group: Participants in the control group will complete a structured educational program focused on acquiring urinary catheterization skills using traditional teaching methods, guided by a practical lecturer. The control group intervention includes: (1) Self-Learning Preparation: Prior to the in-person session, participants will engage in general self-learning preparation (pre-briefing), completed independently outside the simulation center. (2) Didactic Session: A two-hour in-person class dedicated to theoretical instruction and demonstration of urinary catheterization. A practical lecturer will demonstrate the procedure (20 minutes). There, students will individually practice the procedural skills, supported by the practical lecturer. This allows for repeated attempts and immediate feedback directly from the lecturer. (3) After completing their training, each participant's mastery of the skill will be formally evaluated by a qualified teacher.