[ assessing quality of teaching from two method of scenario base learning and peer group review in knowledge and performance of student in patient care]

ABSTRACT

Students must be able to interpret, their information and integrate the new information with their present knowledge in order to solve the new issues. The present study aims to investigate the efficacy of two methods of peer review and scenario- based leaning on the promotion of nursing students, knowledge and performance in patient care. This research is an experimental study on 42 nursing students. The students were randomly devided into two groups and were taught the two methods of peer review an scenario-based methods. In the pretest, data were collected using short essay questions and in the post test, the students were tested through performance checklist. The findings of this study revealed that there was a significant difference between the students, mean scores on knowledge and performance in the two methods [p<.05]. The difference between the mean score of the student knowledge and performance in fields of diagnosis, disease, nursing process, nursing intervention and nursing education in the pre and post tests was statistically significant [p<0.05]. Considering the results obtained and the effectiveness of peer review in the students, clinical skills, it is suggeste that using different methods of teaching as critical and cooperative learning skills as a useful approach to be practiced in clinical teaching