Peer interaction readiness, students' self-esteem and their perception of learning environment are considered factors which affect on nursing students' readiness for guided reciprocal peer questioning learning.
The study aimed to: Identify factors influencing on fourth year nursing students' readiness for guided reciprocal peer questioning learning. Design: A descriptive design was utilized.
Setting: The study was conducted at Benha Faculty of Nursing. Subjects: Consisted of 305 fourth year nursing students.
Four tools were used for data collection: Guided reciprocal peer questioning readiness questionnaire, peer interaction readiness questionnaire, Rosenberg self-esteem scale and perception of learning environment questionnaire.
Results and Conclusion: Nearly half 47.5% of fourth year nursing students had high readiness for guided reciprocal peer questioning learning. The majority of fourth year nursing students had high peer interaction readiness. More than two third of fourth year nursing students had high level of self-esteem. More than three quarter of fourth year nursing students had moderate level perception of learning environment. There was a highly statistical significant correlation between fourth year nursing students' readiness for guided reciprocal peer questioning learning and their peer interaction readiness factor and their perception of learning environment factor.
The study recommended: Start applying guided reciprocal peer questioning learning approach in educational methods used by the faculty, focus on measuring students' qualitative learning outcomes rather than measuring only quantitative learning outcomes and train students on critical thinking, interpersonal skills, anxiety reduction and leadership skills. |
