Effect of Integrating Peer Education and Role-Play on Pediatric Nursing Students’ Practices, Self-confidence, and Satisfaction

Background. Supported models now need to be included in nursing education in addition to traditional methods. Integrating peer education and role-play creates an interactive and captivating educational experience. Students can learn from one another, develop new skills, and build confidence in a safe and supportive environment. Aim. Evaluate the effect of integrating peer education and role-play on pediatric nursing students’ practices, self-confidence, and satisfaction. Design. A quasi-experimental research design was utilized. Subjects. A purposive sample was used including a hundred students from the third year, enrolled in the pediatric nursing course. Setting. The study was carried out in a pediatric nursing skills lab at Helwan University in Egypt’s Faculty of Nursing. Tools. Four tools were used for data collection: a structured questionnaire, clinical evaluation checklist, self-confidence and satisfaction scale, and practical skills training method preferences questionnaire. Results: The study group exhibited a higher mean score of knowledge about peer education and role-playing than the control group with a statistically significant difference (p < 0.001). Also, the majority of pediatric nursing students in the study group are more competent in intramuscular injection and gavage feeding practice than the control group. Furthermore, the study group exhibited a significantly higher mean of self-confidence and satisfaction scores than the control group. Conclusion. Peer education and role-play proved to be more effective than traditional teaching methods for pediatric nursing students to gain competence in intramuscular injection and gavage feeding. Additionally, the study group students were more confident and satisfied with this training method. Recommendation. Using peer education and role-play in the skills lab to train on all pediatric nursing procedures.