Investigating dyads in nursing education

Talia Mia Bitonti, Emilie Seguin-Jak, Dan Budiansky, Darene Toal-Sullivan


Background: Nursing education faces challenges due to a shortage of nurse educators and nurses in the workforce, prompting programs to expedite training, impacting student and nurse well-being. While standards are high, studies reveal many students feel unprepared. Self-confidence is crucial, affecting clinical performance, as is effective communication, which is pivotal for safe patient care. Dyadic education, involving pairs, is gaining traction for its potential to enhance teamwork and reduce stress.

Methods: This study explored dyadic teaching's impact on nursing students' self-confidence, communication, and clinical skills in the context of nursing practicums. A convenience sample of nineteen undergraduate nursing students participated in a survey assessing their experiences in dyads.

Results/Conclusions: Findings suggest dyadic teaching fosters greater confidence, reduces stress, and enhances communication. However, limitations, including small sample size and retrospective data collection, underscore the need for further research. Introducing dyadic approaches in nursing curriculums holds promise for optimizing student learning and patient care outcomes.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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