The Assessing quality of teaching from two method of scenario base learning and peer group review in knowledge and performance of student in patient care

Authors
Leila Mosslanejad
saeed Sobhanian
10.29252/jmj.6.1.2.41
Abstract
Introduction : 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 student’s knowledge and performance in patient care.


Material and method : This research is an experimental study on 42 nursing students . the students were randomly decided into  two groups and were taught the two methods of pees review an scenario-based methods .in the pretest , data were collected using shout essay questions and in the post-text . the students were tested through performance checklist.


Result :The findings of this study revealed that there was a significant difference between the student’s mean scores on knowledge and performance in the two methods (p<.05).the difference between the mane score of the diagnosis ,disease/ nursing process, nursing intervention and nursing education in the pre-and post-tests was statistically significant(p<0.05).


Conclusion: considering the results obtained and the effective ness of peer review in the student’s clinical skills ,it is songfest’s methods of teaching as critical and cooperative learning skills as a were fall approach to be practiced in clinical teaching. 
Keywords
Peer group review –scenario base learning student clinical skills