Using Peer-Assisted Learning to Enhance Clinical Reasoning Skills in Undergraduate Nursing Students: A Study in Iraq.

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Advances in Medical Education and Practice Pub Date : 2025-04-21 eCollection Date: 2025-01-01 DOI:10.2147/AMEP.S507996

Mariwan Qadir Hamarash, Radhwan Hussein Ibrahim, Marghoob Hussein Yaas, Osama Ismael Almushhadany, Salwa Hazim Al Mukhtar

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Abstract

Aim: This study examines the experiences and perceptions of first- and fourth-year nursing students regarding Peer-Assisted Learning (PAL) in clinical settings.

Design and methods: This study employed a qualitative descriptive design to explore and understand first- and fourth-year nursing students' perceptions, experiences, and reflections regarding Peer-Assisted Learning (PAL) in a clinical setting. Data were extracted from studies involving first- and fourth-year students, comparing academic competencies, confidence, peer relationships, and professional identity. Thematic analysis synthesized findings from clinical and simulation settings.

Results: PAL significantly enhanced critical thinking, problem-solving, and clinical decision-making. First-year students reported increased motivation and a sense of belonging through mentorship, while senior students, acting as peer educators, strengthened their professional identity and commitment to nursing values. Across all levels, PAL fostered collaboration and community, which are essential for healthcare practice.

Conclusion: PAL effectively supports nursing students' cognitive and social development, preparing them for healthcare's collaborative and reflective nature. Integrating structured PAL programs into nursing curricula can enhance academic performance, motivation, and professional identity, fostering resilient and community-oriented healthcare professionals.

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利用同伴辅助学习提高护理本科生临床推理能力：伊拉克研究

目的：本研究考察了一年级和四年级护理学生在临床环境中同伴辅助学习（PAL）的经验和看法。设计和方法：本研究采用定性描述设计，探讨和了解一年级和四年级护理学生在临床环境中对同伴辅助学习（PAL）的看法、经历和反思。数据来自一年级和四年级学生的研究，比较学术能力、信心、同伴关系和职业认同。专题分析综合了临床和模拟设置的结果。结果：PAL显著提高了批判性思维、解决问题能力和临床决策能力。一年级学生报告说，通过导师的指导，他们的动力和归属感增加了，而高年级学生作为同伴教育者，加强了他们的职业认同和对护理价值观的承诺。在所有级别上，PAL促进了协作和社区，这对医疗保健实践至关重要。结论：PAL有效地支持护生的认知和社会发展，使他们为医疗保健的协作和反思性质做好准备。将结构化的PAL课程整合到护理课程中可以提高学习成绩、积极性和职业认同，培养有弹性和面向社区的医疗保健专业人员。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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