The Effects of Self-directed Practice using Peer-tutoring on Confidence, Performance and Learning Satisfaction of Nursing Students in Practicing Core Nursing Skills

동료 교수학습이 핵심기본간호술 수행자신감, 숙련도와 학습만족도에 미치는 효과

  • Received : 2016.07.12
  • Accepted : 2017.01.23
  • Published : 2017.02.28


Purpose: The purpose of the non-equivalent control group pretest-posttest study was to test the effects of self-directed nursing practice using peer-tutoring, on the level of confidence, performance and learning satisfaction of nursing students in practicing core nursing skills. Methods: The data were collected from 80 junior nursing students at a nursing college in Daejeon before and after 3 weeks of intervention on practicing six core nursing skills, according to the highest order of priority. The subjects were divided into the peer-tutoring practice group (PTPG, n=40) and the lecturer-guided practice group (LGPG, n=40). The data were analyzed using mean, frequency, and t-test. Results: The PTPG scored statistically higher than the LGPG on the performance of 'indwelling urinary catheterization' and 'wearing protection equipment while entering quarantine room & disposing waste'. The PTPG scored statistically higher than the LGPG on the confidence of 'indwelling urinary catheterization' and 'inserting intravenous catheterization'. The PTPG scored statistically higher on learning satisfaction than LGPG. Conclusion: The results showed that self-directed nursing practice using peer-tutoring could be effective for nursing students in improving proficiency in core nursing skills and might be applied to core nursing skills training.


Learning;Nursing students;Clinical competence;Satisfaction


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Supported by : 국군간호사관학교