000			03688naa a2200445Ia 4500
003			OSt
005			20260418135825.0
008			260418s2017 xx 000 0 und d
040			_aFoundation University _bEng _cFoundation University _erda
050			_a(CON-Th) LG 221 D35 N87 _bA5 N87 2025 D39
099			_a799
100			_aDayucos, Mega Danvic B. _91517 _eauthor.
245	1	0	_aPerception and Challenges on Peer Learning and Solo Learning among Student Nurses / _cby Mega Danvic B. Dayucos, Roshane Maxinne T. Diñola, Epe R. Hisona, Kayce Y. Joseph and [others]
264			_aDumaguete City _bFoundation Uiniversity, _c2025. _42025.
300			_aix, 76 leaves : _bill. (chiefly color) ; _c28 cm. _3volume _fresource
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_3rdacarrier _avolume _bnc
502			_aUndergraduate thesis (Bachelor of Science in Nursing) - - Foundation University, 2025.
504			_aIncludes bibliographical references and appendices.
520			_aAbstract The study aimed to determine the perceptions of second-year nursing students at Foundation University regarding peer learning and solo learning in both academic and clinical settings. A quantitative descriptive research design was utilized, employing a structured survey questionnaire as the primary data-gathering instrument. The respondents of the study were 100 second-year nursing students selected through convenience sampling. Data were analyzed using descriptive statistical tools such as frequency, percentage, mean, and ranking to describe students' perceptions of the two learning approaches. The findings revealed that peer learning was perceived to enhance students' confidence, communication skills, collaborative engagement, and understanding of complex topics, while also helping reduce stress through social and emotional support. However, challenges such as mismatched learning preferences, scheduling conflicts, and unequal participation were identified. On the other hand, solo learning was valued for promoting focus, independence, self-paced learning, and critical thinking, though it was associated with limited social interaction, reduced motivation, and delayed feedback. The study concludes that both peer and solo learning contribute significantly to nursing students' academic development and clinical preparedness. An integrated learning approach that combines both strategies is recommended to address diverse learning needs and support the development of competent and adaptable nursing professionals. Keywords: nursing students' perception, peer learning, solo learning, learning strategies, student perceptions, academic performance
650			_aNursing students _xEducation. _915516
650			_aPeer teaching. _915517
650			_aLearning strategies. _914619
650			_aStudy skills. _913723
658			_aNursing Research 2 (RLE) : _bNursing, Bachelor of Science in ; _cNUR 107
690			_2FU _anursing students' perception, _915534
690			_2FU _apeer learning, _915535
690			_2FU _a solo learning, _915536
690			_2FU _alearning strategies, _915537
690			_a student perceptions, _915538
690			_aacademic performance _91773
700			_aDiñola, Roshane Maxinne T. _eco-author _915539
700			_aHisona, Epe R. _eco-author _915540
700			_aJoseph, Kayce Y _eco-author _915541
700			_aMapue, Aedriana Gene T. _eco-author _915542
700			_aMapula, Christine T. _eco-author _915543
700			_aMartin, Keziah Lin P. _eco-author _915544
942			_2lcc _cTH _h LG 221 D35 N87 _iA5 N87 2025 D39 _k(CON-Th)
999			_c5761 _d5761