فهرست نشریات علمی دسترسی آزاد ایران

INTRODUCTION: Eaching methods are the stimulation, guidance, direction, and encouragementfor learning and also the means to achieve the desired educational objectives.AIM: This study aimed to assess peer learning (PL) versus conventional teaching (CT)regarding antenatal assessment in terms of knowledge, skills, and satisfaction among nursingstudents.METHODS: This was a quasi‑experimental study conducted on 51 B.Sc.Nursing 3rd‑year studentswho were selected by convenient sampling and randomly assigned to PL (n = 21) and CT (n = 30)group. Sample characteristics pro forma, structured knowledge questionnaire, observational checklist,and satisfaction rating scale wereused to collect data from nursing students through self‑report andobservational technique.RESULTS: The study results revealed that the mean posttest knowledge score (19.1 ± 0.75) in PLgroup was higher than that in CT group (17.0 ± 0.741) and the mean rank skill score of PL group (44.90)was higher than that in the CT group (20.30). There was no significant difference (t = 1.08, P > 0.05)in mean posttest knowledge score, whereas the significant difference was found in posttest skillscore (Z = 5.00, P ≤ 0.01) among nursing students. Most of the nursing students were satisfiedwith the CT method. There was a mild positive correlation (r = 0.25) between knowledge and skillsregarding antenatal assessment among nursing students.CONCLUSION: Based on the findings of the study, it can be concluded that both PL and CT groupswere found to be equally effective in improving knowledge and skills of nursing students regardingantenatal assessment.