Innovative Hybrid Peer-Teaching Learning Model Using Interactive Video and Simulation to Promote Professional Self-Efficacy and Clinical Competence Among Nursing Students
Keywords:
Peer Teaching, Simulation-Based Learning, Interactive Video, Self-Efficacy, Clinical CompetenceAbstract
This study aimed to develop and evaluate a peer-teaching instructional model integrated with interactive video and simulation to enhance self-efficacy in delivery care and clinical competence among nursing students. A quasi-experimental design was employed involving 60 fourth-year nursing students enrolled in a maternal and newborn nursing practicum course. Participants were purposively assigned to either an experimental group (peer teaching with Edpuzzle-supported interactive videos and simulation practice) or a control group (traditional instruction with video viewing and instructor-led simulation). The research instruments included a lesson plan, a self-efficacy scale, a clinical skills checklist, and a satisfaction questionnaire. Data were analyzed using descriptive statistics, independent t-tests, and Pearson’s correlation coefficient. The experimental group showed significantly higher self-efficacy (M = 4.29, SD = 0.42) than the control group (M = 3.89, SD = 0.55), p < .003. Clinical skills scores were also significantly higher in the experimental group (M = 3.85, SD = 0.39) compared to the control group (M = 3.43, SD = 0.23), p < .001. Students reported high satisfaction with the peer-teaching approach (M = 4.72, SD = 0.40). Strong positive correlations were found between self- and peer-assessments (r = 0.70, p < .001), while instructor ratings were not significantly correlated with student assessments. The findings support the effectiveness of technology-supported peer teaching in improving students’ confidence and clinical performance in delivery care. This model offers a promising strategy for competency-based nursing education.
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