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

NCT07035548 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 123

Last updated 2025-06-29

No results posted yet for this study

Summary

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.

Conditions

  • Urinary Catheterization
  • Simulation Training

Interventions

OTHER

Educative: Peer-learning

Peer learning, also known as peer-to-peer learning, is a collaborative educational strategy where students actively learn from one another. It involves interaction among peers to share knowledge, solve problems, and develop skills. This methodology can take various forms, from peer tutoring, where a more advanced student assists a less experienced one, to study groups where everyone contributes equally. The process fosters critical thinking, effective communication, and the co-construction of knowledge. By explaining concepts to others or discussing ideas, students solidify their own understanding and discover new perspectives. Moreover, it promotes individual and collective responsibility, as each participant plays an active role in their own learning and that of their peers. This approach not only improves academic performance but also develops crucial social and emotional skills, such as empathy, patience, and the ability to collaborate, preparing students for more cooperative work

Sponsors & Collaborators

  • Marta Lizarbe

    lead OTHER

Study Design

Allocation
RANDOMIZED
Purpose
BASIC_SCIENCE
Masking
NONE
Model
PARALLEL

Eligibility

Min Age
18 Years
Sex
ALL
Healthy Volunteers
No

Timeline & Regulatory

Start
2024-09-15
Primary Completion
2024-10-01
Completion
2024-10-31

Countries

  • Spain

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT07035548 on ClinicalTrials.gov