THE EFFECT OF PEER MENTORING MODEL USED TO TEACH PERIPHERAL INTRAVENOUS CATHETER PLACEMENT ON KNOWLEDGE, SKILLS, SELF-CONFIDENCE, SATISFACTION AND FEAR OF NURSING STUDENTS: A RANDOMIZED CONTROLLED TRIAL

Abstract

Objective: The aim of this study is to evaluate the effect of peer mentoring model used to teach peripheral intravenous catheter placement on knowledge, skills, self-confidence, satisfaction and symptoms of fear of nursing students. Method: This is a controlled, randomized, parallel group and single center study. The Shapiro-Wilk Test, Wilcoxon Signed Rank Test, Mann-Whitney U Test were used for the analysis of the data. The EtaSquared value was used for the effect value of the data. Results: When peripheral intravenous catheter knowledge and skills of students were evaluated, there was no statistical difference between the knowledge and skill mean scores of the students in the peer mentoring model group (n=50) and the students in the traditional teaching model (n=51) (p=0.389). When the scores for satisfaction about peripheral intravenous catheter insertion procedures were analysed, a significant difference was found between the groups with an effect value below the medium level (p=0.048, η2=0.038). When the students' self-confidence scores were evaluated, a significant difference was found the groups with an effect value the medium level (p=0.004, η2=0.078). The students in the control group experienced more often symptom of feeling tense compared to the students in the experimental group (p=0.004). Conclusion: This study found that the peer mentoring model was as effective as the traditional teaching model in gaining skills of peripheral intravenous catheter placement, and the students' self-confidence and satisfaction were higher.