Effect Of Clinical Team Teaching (Peer Menoring) On The Clinical Stress Of Operating Room Students

Operating room students in the clinical education environment have high-stress levels that affect their learning. Considering that student stress control is of particular importance in the operating room clinical education environment; therefore, the aim of this study was to investigate the effect of clinical education team students (Peer-Mentoring plan) on the level of clinical stress in operating room students.

In this quasi-experimental study, the effect of the Peer-Mentoring plan on the clinical stress of operating room students before and after the intervention was investigated. 8th-semester students of this field were used as teaching assistants to teach 4th-semester students. In the control group, trainerschr('39') education was being done in the common method. The data collection tool was a researcher-made clinical education stressors questionnaire consisting of 29 questions that its validity and reliability were confirmed. Data were analyzed using SPSS 16 software and descriptive statistical tests (mean and standard deviation) and inferential test (chi-square and independent t-test).

The mean total score of clinical stressors in the control group before and after the intervention was not significantly different (P = 0.783). But the mean score of total clinical stressors in the intervention group before the internship was 66.10±14.80 which decreased to 59.00± 13.51 after the intervention and paired t-test showed a significant difference (P=0.035).  

The results showed that the Peer-Mentoring approach is effective in reducing the clinical stress of operating room students. It is suggested that this method be used in the clinical education of paramedical students.