Effectiveness of Peer Teaching on Knowledge and Competency in Ventilator Management Among Undergraduate Nursing Students: A Quasi-Experimental Study

Abstract

Background: Mechanical ventilation is a complex and critical skill in intensive care nursing that requires strong cognitive and clinical competence. Traditional lecture-based teaching often fails to adequately prepare nursing students for its practical application. Peer teaching has emerged as an evidence-based educational strategy that promotes active learning and collaboration.

Aim: To evaluate the effectiveness of peer teaching in improving knowledge retention, skill acquisition, and confidence in ventilator management among undergraduate nursing students.

Methods: A quasi-experimental pre-test and post-test study was conducted over four weeks at Sarhad University, Peshawar. Fifteen Semester 7 nursing students were selected using convenience sampling. Students who were enrolled and willing to participate were included, while those absent during testing were excluded. Data was collected using a structured questionnaire and analyzed using SPSS version 23. Descriptive statistics (mean, standard deviation, frequency, and percentage) and a pre–post comparison test were used. A p-value < 0.05 was considered statistically significant.

Results: The mean pre-test score was 45% (SD ± 52.9), which increased to 74% (SD ± 47.1) after the intervention. Improvements were observed across all domains, including ventilator settings, clinical indications, alarm management, and patient safety concepts. The findings demonstrated a statistically significant improvement in post-intervention scores (p < 0.05), indicating the effectiveness of the peer teaching intervention.

Conclusion: Peer teaching significantly improved knowledge and understanding of ventilator management among undergraduate nursing students. It is an effective instructional strategy that can enhance clinical competence, critical thinking, and confidence in critical care nursing education.