Integrating Peer Learning Activities and Problem-Based Learning in Clinical Nursing Education

Area of Science:

• Nursing Education
• Pedagogy in Health Sciences

Background:

• Traditional nursing clinical learning in Indonesia faces challenges, often relying on hierarchical structures that limit learning outcomes.
• Active learning strategies like Peer Learning (PL) and Problem Based Learning (PBL) are effective in classrooms but underutilized in clinical settings.

Purpose of the Study:

• To evaluate the effectiveness of Peer Learning (PL) and Problem Based Learning (PBL) on the clinical learning achievement of nursing students.

Main Methods:

• A true experimental design with a posttest-only control group was employed.
• Randomized controlled trial sampling technique was utilized.
• The Assessment of Clinical Competence and Environment (AssCE) instrument measured clinical learning achievement.

Main Results:

• The experimental group (PL and PBL) achieved a mean score of 7.059, compared to 6.325 in the control group.
• Statistical analysis revealed a significant difference in clinical learning achievement scores (p=0.001, p<0.05).

Conclusions:

• Implementing Peer Learning (PL) and Problem Based Learning (PBL) in nursing clinical education demonstrably improves student competency.
• These active learning methods offer a promising strategy to overcome existing limitations in nursing clinical education.