Peer learning versus conventional teaching regarding antenatal assessment among nursing students in terms of knowledge, skills, and satisfaction: An interventional study.
Antenatal assessment
conventional teaching
peer learning
Journal
Journal of education and health promotion
ISSN: 2277-9531
Titre abrégé: J Educ Health Promot
Pays: India
ID NLM: 101593794
Informations de publication
Date de publication:
2020
2020
Historique:
received:
20
06
2019
accepted:
13
12
2019
entrez:
23
4
2020
pubmed:
23
4
2020
medline:
23
4
2020
Statut:
epublish
Résumé
Eaching methods are the stimulation, guidance, direction, and encouragement for learning and also the means to achieve the desired educational objectives. This study aimed to assess peer learning (PL) versus conventional teaching (CT) regarding antenatal assessment in terms of knowledge, skills, and satisfaction among nursing students. This was a quasi-experimental study conducted on 51 B.Sc.Nursing 3 The study results revealed that the mean posttest knowledge score (19.1 ± 0.75) in PL group was higher than that in CT group (17.0 ± 0.741) and the mean rank skill score of PL group (44.90) was higher than that in the CT group (20.30). There was no significant difference ( Based on the findings of the study, it can be concluded that both PL and CT groups were found to be equally effective in improving knowledge and skills of nursing students regarding antenatal assessment.
Identifiants
pubmed: 32318617
doi: 10.4103/jehp.jehp_353_19
pii: JEHP-9-49
pmc: PMC7161656
doi:
Types de publication
Journal Article
Langues
eng
Pagination
49Informations de copyright
Copyright: © 2020 Journal of Education and Health Promotion.
Déclaration de conflit d'intérêts
There are no conflicts of interest.
Références
J Coll Physicians Surg Pak. 2014 Nov;24(11):825-9
pubmed: 25404441