Peer-Supported Education for Pediatric Medication Administration: Effects on Nursing Students' Knowledge and Self-Efficacy

Background: Limited opportunities for clinical practice leave nursing students feeling unprepared to administer pediatric medications safely. Peer education may enhance learning by promoting active participation and engagement.

Aim: This study aimed to examine the effects of a Peer Education Program on Pediatric Medication Administration on nursing students’ knowledge and self-efficacy.

Methods: This randomized controlled trial included 62 third-year nursing students (experimental group=30; control group=32). The experimental group received peer education, whereas the control group received traditional classroom instruction. Data were collected using a Sociodemographic Information Form, the Medication Administration Self-Effica-cy Scale in Children, and the Pediatric Medication Administration Knowledge Test. Pretest–posttest data were analyzed using independent- and dependent-samples t tests.

Results: Most participants had not previously received training in pediatric medication administration (93.5%), and the majority reported limited experience with pediatric medication administration (93.5%). The experimental group’s mean posttest knowledge score (87.33±12.29) was significantly higher than that of the control group (68.75±19.30; p<0.001). The increase in knowledge from pretest to posttest was also greater in the experimental group. Similarly, posttest self-efficacy scores were higher in the experimental group (71.26±6.94) than in the control group (54.71±12.16; p<0.001).

Conclusion: Peer education effectively improves nursing students' knowledge of pediatric medication administration and their self-efficacy. Integrating peer education into nursing curricula may enhance clinical competence and contribute to safer medication administration practices.

Keywords: Medication administration, nursing students, pediatric nursing, peer education, self-efficacy