Effectiveness of Task-Trainer Simulation Versus Peer Education on Nursing Students' Learning Outcomes in Mechanical Ventilation: A Randomized Controlled Trial.
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Abstract
Introduction: Learning mechanical ventilation principles can reduce patient complications. This study examined the effects of task-trainer simulation and peer education on nursing students' knowledge, clinical performance, and action speed related to basic principles of mechanical ventilation (BPMV).
Methods: This three-arm randomized controlled trial (2023-2024) included 60 students in Tehran, Iran. Students who were purposively selected and randomly assigned to task-trainer simulator training (n=20), peer education (n=20), and control (n=20) groups. BPMV was taught to the first group using a task-trainer simulator by a researcher, and to the second by two trained peer students. Data were collected using validated knowledge and skill assessment tools for BPMV.
Results: The students' knowledge (P=.122) and performance (P=.149) mean scores in the experimental groups did not differ significantly immediately after the education, but one month after the intervention, the educational groups were higher than the control group (P<.0001). Also, immediately after the education, the speed of action of students in the simulation group was significantly higher than that of the peer education group (P<.0001). One month after the intervention, the speed of action of the simulation and peer education groups was higher than that of the control group (P<.0001). After the intervention, the average scores of knowledge, performance, and speed of action of students in the simulation group were better than those of the peer group, and the peer education group was better than the control group.
Conclusion: Both task-trainer simulation and peer-based, student-centered training improve nursing students' knowledge, performance, and response speed in managing BPMV. However, simulation leads to faster, immediate action and greater overall gains than peer education in this setting. It is recommended to use these useful methods to increase learning outcomes.
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