INFLUENCE OF PEER-ASSISTED LEARNING ON CLINICAL PERFORMANCE AMONG NURSING STUDENTS IN SOUTHERN PUNJAB, PAKISTAN

Abstract

Background:

Peer-Assisted Learning (PAL) is a cooperative style of teaching where students help one another to learn by means of guided and guided feedback. It has since been identified as a helpful pedagogical intervention in nursing education in building clinical competence, communication and confidence.

Objective:

To find out the effects of the Peer-Assisted Learning (PAL) on the clinical performance of nursing students in Southern Punjab, Pakistan.

Methods:

The study was a descriptive correlational study carried out on 238 nursing students-198 nursing students of different nursing colleges in Multan and 40 nursing students of Bahawalpur. Data were gathered based on a validated Peer-Assisted Learning Effectiveness Scale (PALES) and a Clinical Performance Evaluation Checklist (CPEC) that was created on the basis of WHO clinical competence domains. Expert review was used to determine validity and Cronbachs alpha was used to determine reliability. The SPSS v26 was used to analyze data through descriptive statistics, Pearson correlation analysis, and regression analysis.

Results:

The average PAL effectiveness score was 78.4 ± 9.5 (range: 55-95) which was a high score of perceived benefit. Mean score of clinical performance =82.6 ± 10.3. There was a significant positive relationship between PAL and clinical performance (r = 0.63, p < 0.001). Regression analysis established that PAL explained 39 percent of the variance in clinical performance (R 2 = 0.39). The qualitative feedback indicated improved confidence, collaboration, as well as applied skills.

Conclusion:

Peer-assisted learning is a key to better clinical performance, communication, and self-efficacy of nursing students. Structured PAL programs should be incorporated to supplement the conventional clinical teaching in nursing colleges of Pakistan.