Comparison of Innovative Peer-to-Peer Education and Standard Instruction on Airway Management Skill Training
Recommended Citation
Surabenjawong U, Phrampus PE, Lutz J, Farkas D, Gopalakrishna A, Monsomboon A, Limsuwat C, and O'Donnell JM. Comparison of Innovative Peer-to-Peer Education and Standard Instruction on Airway Management Skill Training. Clinical Simulation in Nursing 2020; 47:16-24.
Document Type
Article
Publication Date
10-1-2020
Publication Title
Clinical Simulation in Nursing
Abstract
Background: Innovative peer-to-peer teaching has the potential to emphasize student self-Learning and reduce the workload of the instructor. Method: This single-blinded randomized crossover trial was conducted to evaluate whether peer-to-peer teaching is not inferior to standard teaching in basic airway management for undergraduate nursing students. Results: Forty-eight students with the peer-to-peer Learning had significantly higher skill rating scores with a Large effect size (Cohen's d of 1.07 (p-value .002) for oropharyngeal airway insertion, 1.14 (p-value <.001) for nasopharyngeal airway insertion, and 0.81 (p-value .003) for bag-mask ventilation). There was no difference between preknowledge and postknowledge scores (p-value of .13 and .22, respectively). Both groups reported higher confidence. Conclusions: Nursing students trained in basic airway management by the peer-to-peer method did not show inferiority compared with the standard group.
PubMed ID
Not assigned.
Issue
47
First Page
16
Last Page
24
