Journal of Education and
Research in Nursing
Research Article - Diğer

An Investigation of the Views of Nursing Students about Peer Education in Clinical Education


Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Doğum ve Kadın Hastalıkları Hemşireliği Anabilim Dalı, İzmir


Niğde Üniversitesi Zübeyde Hanım Sağlık Yüksekokulu Ebelik Bölümü, Niğde


Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Cerrahi Hastalıkları Hemşireliği Anabilim Dalı, İzmir

Journal of Education and Research in Nursing 2011; 8: 16-25
Read: 471 Downloads: 256 Published: 01 March 2011

OBJECTIVE: The aim of this study was to determine the views of first-year nursing students in their first clinical practice and fourth-year students regarding the use of peer education methods in clinical practice.

METHODS: The participants were first and fourth-year students at one state university nursing faculty. A qualitative, semi-structured focus group technique was used. Four focus group interviews were conducted with 45 students, of which 22 were first-year and 23 were fourth-year students.

RESULTS: First-year students reported they experienced anxiety from encountering their first patient, having a lack of information, and making a mistake; however, they stated that the support of fourthyear students was effective in reducing their anxiety. During the practice, students reported that they felt excited, brave, safe, worthy, and important. At the same time they reported that they got an idea about how to use their nursing knowledge in practice effectively. Peer-education also contributed both positive and negative outcomes to the fourth-year students. They were worried about being unable to set boundaries and making mistakes/being good role models. At the same time, guiding and advising the first-year students increased their self-confidence. As a result, fourth-year students felt ready to graduate and work as nurses.

CONCLUSION: The implementation of a peer education model in clinical nursing education is helpful for all students. Therefore, in order to fully evaluate the effectiveness of this program, longer and more structured peer-education activities should be carried out.

EISSN 2757-9204