AI Article Synopsis
- The study focused on understanding nursing students' experiences with neonatal nursing simulations that utilized peer tutoring.
- Data was collected through narrative surveys and focus group interviews involving 27 third-year and 6 fourth-year nursing students, leading to a qualitative content analysis.
- Four main categories emerged: emotional support through peer interaction, collaborative learning, challenges in relationships, and a desire for continued development in pediatric nursing education.
Article Abstract
Purpose: This study aimed to explore nursing students' experiences of neonatal nursing simulations using peer tutoring.
Methods: In this qualitative content analysis study, data were collected using a narrative survey and focus group interviews with 27 third-year nursing students and six fourth-year nursing students from April to May 2022. Content analysis of the collected data was conducted.
Results: Four categories-"stabilizing emotionally through each other", "advancing together", "difficulties in relationships", and "hoping to continue"-and nine sub-categories were extracted. The sub-categories "reduced burden" and "gaining confidence" were grouped into the first category, "stabilizing emotionally through each other". The sub-categories "being motivated to learn," "increased learning ability", and "preparation as a process" were grouped under "advancing together", and "attitudes affecting study environment" and "depending on help" were grouped into the third category of "difficulties in relationships". The fourth category of "hoping to continue" had "wanting to supplement for development" and "wanting to participate in different roles" as sub-categories.
Conclusion: Based on the results of this study, we expect pediatric nursing practicum education to improve through the active use of neonatal nursing simulation education incorporating peer tutoring.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC9672524 | PMC |
| http://dx.doi.org/10.4094/chnr.2022.28.4.280 | DOI Listing |
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