NCT06509178

The Effect of Two Different Teaching Approaches in Nursing Skills Training

The Effect of Two dıfferent Teaching Approaches in Nursing Skills Training on Objective Performance, Self-regulated Learning and Satisfaction

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 217 (actual)
• Sponsor: Sakarya University · Academic / Other
• Sex: All
• Age: 18 Years – 26 Years
• Healthy volunteers: Accepted

Summary

The purpose of this study is effectiveness of Peyton 4-step teaching method and Halsted method on nursing students. The research was conducted as a randomized controlled experimental study with first-year nursing students on urinary catheter within the scope of the Nursing Fundamentals course of Sakarya University Health Sciences Institute. The result of Personal Information Form, Self-Directed Learning Scale in Clinical Nursing Practice, Stress and Satisfaction Vas Scale, Urinary Catheterization Success Pre and Post-Test and Urinary Catheter Application Skill Checklist were comperisoned.

Detailed description

Nursing is a discipline where teaching clinical skills is extremely important. In addition to the traditional methods used in laboratory practices in nursing, the use of innovative methods contributes to learning. This research was conducted experimentally to evaluate the effectiveness of the Peyton and Halsted teaching method in nursing student's urinary catheterization skill learning. The research was conducted as a randomized controlled experimental study with first-year nursing students within the scope of the Nursing Fundamentals course of Sakarya University Health Sciences Institute in the spring semester of the 2022-2023 academic year. The sample of the study consisted of 217 randomly selected students, 108 students in the experimental group and 109 students in the control group. In the research, Peyton's 4-step teaching method was applied to the experimental group during urinary catheterization laboratory applications. For the control group, the traditional Halsted method was used. Data were collected with the Personal Information Form, Self-Directed Learning Scale in Clinical Nursing Practice, Stress and Satisfaction Vas Scale, Urinary Catheterization Success Pre- and Post-Test, and Urinary Catheter Application Skill Checklist. The knowledge and skills learning levels of the experimental and control group students were compared. Descriptive statistics, Pearson chi-square, Mann-Whitney U and Kruskal Wallis tests were used to analyze the data.

Conditions

• Urinary Retention

Interventions

Type	Name	Description
OTHER	Peyton group	The same procedures were applied to the students in the experimental group as the students in the control group, except for laboratory applications. Students were asked to watch the video contents after the theoretical course, and in the laboratory practice, sterile urinary catheter application was taught to the students according to Peyton's 4-step approach. Before the skill demonstration, students were given information about the research. Students were given 15-20 minutes to fill out the voluntary consent form and the urinary catheterization success pre-test. Students were taught the sterile urinary catheter procedure in accordance with Peyton's 4-step approach.The research was conducted on the days and hours of the students' laboratory days. The data collection phase of the research took 3 weeks in total.
OTHER	Halsed group	After the control group students attended the course in accordance with the routine procedures, the students were asked to watch videos of the online urinary catheter application course and the students were taught how to apply sterile urinary catheter using the Halsted method (see one and do it), which is traditionally used in laboratory practice. Students were informed about the research and voluntary consent forms were obtained. Students were given 15-20 minutes to complete the urinary catheterization success pre-test. During the demonstration, the students' questions were answered, the researcher went over the points that the student did not understand, corrected any incorrect behavior, and gave feedback. Afterwards, each student was asked to demonstrate the skill steps individually.The research was conducted on the days and hours of the students' laboratory days. The data collection phase of the research took 3 weeks in total.

Timeline

• Start date: 2021-04-01
• Primary completion: 2022-05-14
• Completion: 2023-06-16
• First posted: 2024-07-19
• Last updated: 2024-07-19

Locations

1 site across 1 country: Turkey (Türkiye)