BibTex Citation Data :
@article{NMJN28660, author = {Riana Mauliandari and Made Sumarwati and Arif Upoyo}, title = {Peer Learning: An Effective Teaching-Learning Method for Improving Ability in Arterial Blood Gases Interpretation}, journal = {Nurse Media Journal of Nursing}, volume = {10}, number = {3}, year = {2020}, keywords = {ABGs analysis; classical teaching-learning; peer teaching-learning}, abstract = { Background : Competent nurses are expected to be able to interpret arterial blood gases (ABGs). The benefits of peer learning, an innovative teaching-learning method today, have long been recognized. However, to date, no studies have compared the effect of this method and the traditional classical method in interpreting ABGs. Purpose : This study aimed to compare the effect of peer learning and classical learning methods on the nurses’ ability to interpret ABGs. Method : This was a quasi-experimental research with pre and post-test design. Forty ward nurses were invited in the peer learning method group, and another 40 ward nurses were invited in the classical learning method group through a randomization process. Data were collected using a questionnaire before and after the educational intervention. The classical class was taught by an experienced trainer, while peer groups, divided into groups of 5-6, were taught by one member of each group who obtained the best pre-test score and received special training first. The analysis of data was performed by t-test. Result : The result showed that after the intervention, the mean score of interpreting ABGs in the peer learning group increased by 3.18±1.12 ( p <0.001), while in the classical learning method, it only increased by 2.32±0.988 ( p <0.001). Although there were significant increases in ABGs analysis’s ability in both groups, the peer teaching-learning group demonstrated a significantly greater improvement in interpreting ABGs ( p <0.001). Conclusion : The peer learning method facilitates a more significant improvement in the nurses’ ability for ABGs interpretation. Peer learning is appropriate as one of the methods in clinical education for nurses. }, issn = {2406-8799}, pages = {329--338} doi = {10.14710/nmjn.v10i3.28660}, url = {https://ejournal.undip.ac.id/index.php/medianers/article/view/28660} }
Refworks Citation Data :
Background: Competent nurses are expected to be able to interpret arterial blood gases (ABGs). The benefits of peer learning, an innovative teaching-learning method today, have long been recognized. However, to date, no studies have compared the effect of this method and the traditional classical method in interpreting ABGs.
Purpose: This study aimed to compare the effect of peer learning and classical learning methods on the nurses’ ability to interpret ABGs.
Method: This was a quasi-experimental research with pre and post-test design. Forty ward nurses were invited in the peer learning method group, and another 40 ward nurses were invited in the classical learning method group through a randomization process. Data were collected using a questionnaire before and after the educational intervention. The classical class was taught by an experienced trainer, while peer groups, divided into groups of 5-6, were taught by one member of each group who obtained the best pre-test score and received special training first. The analysis of data was performed by t-test.
Result: The result showed that after the intervention, the mean score of interpreting ABGs in the peer learning group increased by 3.18±1.12 (p<0.001), while in the classical learning method, it only increased by 2.32±0.988 (p<0.001). Although there were significant increases in ABGs analysis’s ability in both groups, the peer teaching-learning group demonstrated a significantly greater improvement in interpreting ABGs (p<0.001).
Conclusion: The peer learning method facilitates a more significant improvement in the nurses’ ability for ABGs interpretation. Peer learning is appropriate as one of the methods in clinical education for nurses.
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