title: Impact of guided reciprocal peer questioning on nursing students' self-esteem and learning.
abstract: BACKGROUND
  Self-esteem is essential for clinical judgments. Nursing students in clinical environments should make a bridge between theoretical education and clinical function. This study was aimed to survey the effect of guided questioning in peer groups on nursing students' self-esteem and clinical learning.
  
  
  METHODS
  In this quasi-experimental study, all nursing students in semester 4 (60) were selected. The autumn semester students (n = 28) were chosen as the control group, and the spring semester students (n = 32) as the experimental group. The experimental group underwent the course of cardiac medical surgical training by the Guided Reciprocal Peer Questioning. The control group was trained by lecture. After confirmation of the validity and reliability of tools including Rosenberg Self-esteem Scale and the researcher-made questionnaire, data were collected and analyzed by SPSS version 17.0.
  
  
  RESULTS
  There was no significant difference concerning demographic and educational characteristics between the two groups. Mean score differences of self-esteem and learning were not significant before teaching, while they were significantly promoted after teaching in the experimental (P < 0.001) and control (P < 0.05) groups. Promotion in the experimental group was more considerable than in the control group.
  
  
  CONCLUSIONS
  As revealed by the results, inquiry method, due to its more positive impact on self-esteem and students' learning, can be applied alone or in combination with the other methods. Conducting this study for other students and for theoretical courses is suggested.
authors.affiliation: Department of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, East Azerbaijan, Iran.
authors.forename: Sima
authors.initials: S
authors.lastname: Lakdizaji
authors.affiliation: Department of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, East Azerbaijan, Iran.
authors.forename: Farahnaz
authors.initials: F
authors.lastname: Abdollahzadeh
authors.affiliation: Department of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, East Azerbaijan, Iran.
authors.forename: Hadi
authors.initials: H
authors.lastname: Hassankhanih
authors.affiliation: Department of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, East Azerbaijan, Iran.
authors.forename: Manizhe
authors.initials: M
authors.lastname: Kalantari
keywords: Educational models; Iran; nursing student; questioning; self-esteem