Trial reportBMC medical education2025
Peer education versus traditional education on psychomotor skills and self-efficacy in nursing students: a single-blind randomized controlled trial.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Active learning-based reinforcement in nursing education: a cluster-randomized controlled trial using Roper, Logan and Tierney's life model.Revista da Escola de Enfermagem da U S P · 2026Trial
- Evaluation Models for Undergraduate Nursing Clinical Skills: A Scoping Review Protocol.JMIR research protocols · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
Abstract
backgroundPeer education (PE) refers to the process of individuals being educated by their peers, that is, people with similar experiences or statuses. This study aimed to evaluate the effects of PE on the psychomotor skills and self-efficacy of nursing students.
methodsThis single-blind randomized controlled trial was conducted with 63 undergraduate nursing students. Data were collected using the "Individual Descriptive Information Form", "Intramuscular Injection Knowledge Level Assessment Form", "Intramuscular Injection Psychomotor Skills Assessment Form", and the "General Self-Efficacy Scale". Descriptive statistics (numbers, percentages, means, standard deviations, and min-max values) were used. The independent samples t-test and Mann-Whitney U test were used to analyze differences between groups.
resultsThe mean age of the participants was 21.22 ± 0.85 years (range: 20 - 23), and 52.4% were female. No statistically significant differences were found between the groups in pretest, posttest, or self-efficacy scores (p > 0.05). However, the psychomotor skill levels differed significantly between the groups (p < 0.001), with the intervention group scoring higher than the control group.
conclusionsNursing students who received PE demonstrated significantly better psychomotor skills than those taught using traditional methods. It is recommended to integrate interactive learning strategies such as PE, where students can express themselves more freely and actively engage in the learning process, especially in nursing education areas requiring the development of psychomotor skills.
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Registered trials
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