Publication: Comparison of Innovative Peer-to-Peer Education and Standard Instruction on Airway Management Skill Training
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Issued Date
2020-10-01
Resource Type
ISSN
18761399
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2-s2.0-85089434594
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Mahidol University
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SCOPUS
Bibliographic Citation
Clinical Simulation in Nursing. Vol.47, (2020), 16-24
Suggested Citation
Usapan Surabenjawong, Paul Edward Phrampus, John Lutz, Deborah Farkas, Apoorva Gopalakrishna, Apichaya Monsomboon, Chok Limsuwat, John Marc O'Donnell Comparison of Innovative Peer-to-Peer Education and Standard Instruction on Airway Management Skill Training. Clinical Simulation in Nursing. Vol.47, (2020), 16-24. doi:10.1016/j.ecns.2020.06.009 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/57993
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Title
Comparison of Innovative Peer-to-Peer Education and Standard Instruction on Airway Management Skill Training
Abstract
© 2020 International Nursing Association for Clinical Simulation and Learning 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.