The effect of peer tutoring on pediatric nursing education: a systematic review
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Purpose: This study aimed to systematically review studies on the effect of peer tutoringon pediatric nursing education for nursing students and identify its contents and characteristics. Methods: A comprehensive search was conducted from November to December2023 across databases including PubMed, Embase, CENTRAL, CINAHL, ProQuest,and others. We included both published and unpublished literature in English or Korean. Three reviewers independently screened and selected eligible studies that involvedundergraduate nursing students participating in peer tutoring programs focused on pediatricnursing education. We analyzed quantitative outcomes related to learning effectsand learner responses. The quality of the studies was assessed using the revised Cochranerisk-of-bias tool for randomized trials and the risk of bias assessment tool fornon-randomized studies. Results: Five studies were reviewed, encompassing randomizedcontrolled trials, a non-randomized controlled trial, a cohort study, and a before-afterstudy. These interventions were conducted in school settings or pediatric clinical environmentsand featured different forms of peer teaching: horizontal, near-peer, and reciprocal. The tutor-to-tutee ratios ranged from 1:3 to 1:36.5. The educational content coverednursing care for major neonatal diseases, communication skills, medication administration,and resuscitation techniques. Significant improvements in cognitive knowledgeand communication skills were observed among nursing students. However, there wasnoticeable variability in the design and reporting of the studies. Conclusion: Peer tutoringprograms can effectively enhance pediatric nursing education by improving nursingstudents’ knowledge and skills. For future meta-analyses, more studies in this field reportedaccording to reporting guidelines are needed.
Abstract
Purpose: This study aimed to systematically review studies on the effect of peer tutoringon pediatric nursing education for nursing students and identify its contents and characteristics. Methods: A comprehensive search was conducted from November to December2023 across databases including PubMed, Embase, CENTRAL, CINAHL, ProQuest,and others. We included both published and unpublished literature in English or Korean. Three reviewers independently screened and selected eligible studies that involvedundergraduate nursing students participating in peer tutoring programs focused on pediatricnursing education. We analyzed quantitative outcomes related to learning effectsand learner responses. The quality of the studies was assessed using the revised Cochranerisk-of-bias tool for randomized trials and the risk of bias assessment tool fornon-randomized studies. Results: Five studies were reviewed, encompassing randomizedcontrolled trials, a non-randomized controlled trial, a cohort study, and a before-afterstudy. These interventions were conducted in school settings or pediatric clinical environmentsand featured different forms of peer teaching: horizontal, near-peer, and reciprocal. The tutor-to-tutee ratios ranged from 1:3 to 1:36.5. The educational content coverednursing care for major neonatal diseases, communication skills, medication administration,and resuscitation techniques. Significant improvements in cognitive knowledgeand communication skills were observed among nursing students. However, there wasnoticeable variability in the design and reporting of the studies. Conclusion: Peer tutoringprograms can effectively enhance pediatric nursing education by improving nursingstudents’ knowledge and skills. For future meta-analyses, more studies in this field reportedaccording to reporting guidelines are needed.
참고문헌 (32)
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