Journal List > Korean J Adult Nurs > v.27(1) > 1076373

Korean J Adult Nurs. 2015 Feb;27(1):73-82. Korean.
Published online February 28, 2015.
© 2015 Korean Society of Adult Nursing
The Effects of Video-based Peer assisted Learning in Standardized Patients Simulation: Pre and Post Operative Care
In-Hee Park,1 and Sujin Shin2
1Graduate Student, Department of Nursing, College of Medicine, Soonchunhyang University, Cheonan, Korea.
2School of Nursing, Soonchunhyang University, Cheonan, Korea.

Corresponding author: Shin, Sujin. School of Nursing, Soonchunhyang University, 31 Suncheonhyang 6-gil, Dongnam-gu, Cheonan 330-930, Korea. Tel: +82-41-570-2491, Fax: +82-41-570-2498, Email:
Received November 20, 2014; Revised January 26, 2015; Accepted February 05, 2015.



This study examined the effects of peer assisted learning (PAL) using video recordings in standardized patients (SP) simulation.


A mixed-method approach was adopted, in which quantitative data were supplemented with qualitative data. Research participants consisted of 49 nursing students, 24 of whom were assigned to the experimental group, and 25 to the control group. The 12 item instrument was used to measure perioperative care knowledge, while performance confidence was assessed with the 10 item questionnaire, and clinical critical thinking skills with the Clinical Critical Thinking Skill Test (CCTS). Qualitative data were collected using a reflective journaling and in-depth interviews.


Participants in the experimental group exhibited significantly higher levels of knowledge than those in the control group (t=5.43, p<.001), and were significantly more confident in their performances (F=52.33, p<.001). However, no significant differences were found between the experimental and the control groups with regard to CCTS (t=0.72, p=.477). A qualitative content analysis was conducted using the interview and reflective journaling data, in which six major themes were elicited from three codes.


PAL employing video recordings is expected to be utilized as a teaching and learning strategy in simulation-based nursing practicum with greater frequency and longer period, given the positive effects observed in this study.

Keywords: Confidence; Knowledge; Clinical critical thinking skill; Peer assisted learning; Simulation


Table 1
Homogeneity Test of the Participants (N=49)
Click for larger image

Table 2
Effects of Video-based Peer assisted Learning in Standardized Patients Simulation (N=49)
Click for larger image


This manuscript is a revision of the first author's master's thesis from Soonchunhyang University.

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