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Background: Biostatistics course is considered essential for nursing education. Thus, conceptual learning in biostatistics is highly critical for postgraduate nursing students. A large proportion of students identify this course as the most anxiety-inducing course. The largest part of students’ anxiety in the semester in which they take biostatistics course is manifested in the form of statistics anxiety in addition to test anxiety. Objectives: To evaluate the effectiveness of the peer learning method in biostatistics course among postgraduate nursing students’ final score and test and statistics anxiety. Methods: This quasi-experimental study was conducted during the first semester of the academic year 2019 - 2020 in the Faculty of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences. Students were divided into two separate classes according to their courses. In one class, biostatistics course was taught by peers, and the lecture method as the conventional method was used for teaching in the other class. Test and statistics anxiety questionnaires were completed by the students of both groups before the educational intervention and at the end of the semester. Data was analyzed by SPSS 20 using nonparametric tests. Results: The mean final score in the lecture and peer learning groups were respectively 9.9 ± 4.60 and 11.55 ± 4.76 (P = 0.245). At the end of the course, the mean scores of statistics and test anxiety decreased in the intervention group in comparison to the conventional group. Conclusions: Using the peer learning method in biostatistics course has a positive effect on reducing test and statistics anxiety and increasing final scores in postgraduate nursing students.

shiraz e medical journal.

Comparison Between Peer Learning and Conventional Methods in Biostatistics Course Among Postgraduate Nursing Students’ Final Score, Statistics and Test Anxiety: A Quasi-experimental Study with a Control Group