The Effectiveness of Peer Learning in Undergraduate Nursing Students: A Meta-Analysis

Abstract

Background: Although peer learning has been used for many years in nursing education, there have been inconsistencies in the educational outcomes or reactions. This study aimed to determine the effectiveness of peer learning in nursing students using Meta-Analysis. Methods: Articles were identified from initial searches in four comprehensive electronic databases, including CINAHL, PubMed, PsycINFO, and Web of Science. The search yielded 2,446 studies, and 10 studies were selected after reviewing full texts and their data analyzed. The Risk of Bias Assessment Tool was used to assess methodological quality. To synthesize effect size, we used random effect models to accommodate heterogeneity for the main effect and sub-group analyses. Results: The effect size of the affective domain of peer learning outcomes (ES = 0.50, CI = 0.25, 0.74) was higher than that of the cognitive and psychomotor domains (ES = 0.27, CI = 0.07, 0.46), and that of studies where the tutor level was senior (ES = 0.33, CI = 0.18, 0.47) were larger than those where tutors and tutees were of the same level (ES = 0.28, CI = 0.03, 0.32). Peer learning was more effective if the peer tutor engaged in support, sharing, and discussion, and there was a negligible effect size observed in the experimental group during the debriefing in simulation practice. Conclusion: Without endorsed training and preparation for tutors depending on the learning content, it would be difficult to execute the intended process and attain the learning goal. The results of this study provide scientific evidence of the effect of peer learning, which can be used as a practical guideline for peer learning for undergraduate nursing students. © 2020 International Nursing Association for Clinical Simulation and Learning