Effect of Peers’ Application of Modified Peyton’s Four –Step Approach Versus Traditional Learning on Pediatric Nursing Students' Performance

Abstract

Background: Effective learner-centric innovative learning strategies are now being utilized to encourage active student participation, creative thinking and improve the problem-solving abilities of them. One of these strategies is modified Peyton’s four-step approach, in which students, learn from their peers through repeated observations of the procedure. It involves active student participation, where the student takes responsibility for their peers learning. It helps students mastering the academic skills, encourages more positive attitudes toward learning, gains a deeper understanding of the subject area, develops a more positive self-image, and improves their attitudes toward faculty and teachers. Aim: The aim of this study was to determine the effect of peers’ application of modified Peyton’s four-step approach versus traditional learning on pediatric nursing students' performance. Setting: The study was carried out in pediatric nursing laboratories at the Faculty of Nursing, Alexandria University. Subjects: The subjects of present study comprised of "78" students divided randomly into "study and control" groups 36 students in each, in addition to 6 students who act as tutors and teach their peers. Tools: Three tools were used, namely, Neonatal Cardiopulmonary Resuscitation (CPR) Performance Observational Checklist, Modified Peyton’s Four-Step Approach Tutors' Satisfaction Assessment Scale and Modified Peyton’s Four-Step Approach Tutees' Satisfaction Assessment Scale. Results: The study revealed a statistical significant difference between the study and control groups in relation to performing neonatal CPR procedure immediately after applying modified Peyton’s four-step approach by peers (P= 0.000*). Conclusion: It can be concluded that applying modified Peyton’s four-step approach by peers as a method of teaching has a positive effect on the clinical performance of pediatric nursing students. Recommendation: The main recommendation of current study was to apply modified Peyton’s four-step approach by peers as an innovative method of teaching in all academic nursing departments at the Faculty of Nursing, Alexandria University and Damanhour University.

Keywords: Modified Peyton’s four-step approach, Tutees, Tutors, Peer Learning, Pediatric Nursing, Students’ Performance, Neonatal Cardio-Pulmonary Resuscitation.

DOI: 10.7176/JHMN/69-09

Publication date: December 31^st 2019