Effect of Peer Assisted Learning on improving psychomotor skills, self-confidence and attitude among second year Nursing students

Background: PAL is one of the student-centered learning approaches where it allows the students to learn through reciprocal approach with and from peers to gain deeper understanding of the knowledge, skill including teamwork, critical thinking, learning and communication. Aim: The aim of this study to evaluate the Effect of Peer Assisted Learning (PAL) on improving psychomotor skills, self-confidence and attitude towards PAL of second year Nursing students. Methods: Mixed methodology in which both quantitative and qualitative approaches were adopted to conduct study among 17 undergraduate nursing students in pre cycle, Cycle 1 and Cycle 2. Results: The study findings showed the skill improvement score from pre cycle to cycle-1 (80.11 ± 4.79 vs 85.89 ± 3.46, respectively mean difference is 5.88), significant (p≤ .001) & pre cycle to cycle 2 (80.11 ± 4.79 vs 86.78 ± 3.62, respectively mean difference is 6.67), (p≤ .001). There is a significant difference in knowledge score between pre cycle and Cycle-1(p≤ .001) & between pre cycle and Cycle-2 (p≤ .001). In relation to attitude, comparison of mean score between cycle 1 with mean score of 74.06 & cycle 2 with the mean score of 79.28 showed a highly significant difference at the level of P<0.01. Conclusion: PAL is one of SCL enhanced nursing students’ psychomotor skills, self-confidence, increased communication skills, gained socialization and emotional support, attitude contributed to the personal as well as professional development. Students also perceived that PAL helped them to acquire professional development by means of building teamwork and leadership, enhanced cognitive skills, acquiring specific skills, and developing affective skills.