The Effect of Two Different Teaching Approaches in Nursing Skills Training

NCT06509178 | Completed

• 1 other identifier: Peyton and Halsted Method
• Study Type: interventional
• Target: 217
• Locations: 1 country
• Sites: 1

Brief 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.

Conditions

Urinary Retention

Keywords

Urinary Catheterization; Peyton Model; Halsted Model; Laboratory Applications

Outcome Measures

Primary Outcomes (1)

• Urinary catheter application skill checklist

  It was used to measure to what extent the student learned the skill after the skill laboratory training. It is a list consisting of 40 items containing skill check steps for urinary catheterization and used by the researcher during the evaluation phase of the student with the Objective Structured Clinical Examination (OSCE) method. While preparing the list, a literature review was conducted, existing laboratory application books were used, and expert opinions were taken. Content validity indexes were calculated using the Davis Technique.

  3 weeks

Secondary Outcomes (3)

• Urinary Catheterization Achievement Knowledge Test

  3 weeks

• Self-Regulated Learning Scale for Clinical Nursing Practice

  3 weeks

• Satisfaction and stress level

  3 weeks

Study Arms (2)

Peyton group

EXPERIMENTAL

The experimental group students attended the course in accordance with the routine procedures but in the laboratory practice, sterile urinary catheter application was taught to the students according to Peyton's 4-step approach. In the first stage of the method, students were only asked to watch the researcher demonstrate the application. In the second step, the sterile urinary catheterization process was demonstrated a second time by the researcher, with each step explained in detail. In the third step, the students were asked to give guidance and repeat the steps while the researcher applied the application for the third time. In the fourth step, each student was asked to perform the application individually without any help.

Other: Peyton group

Halsed group

OTHER

The control group students attended the course in accordance with the routine procedures, 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.

Other: Halsed group

Interventions

Peyton group OTHER

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.

Peyton group

Halsed group OTHER

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.

Halsed group

Eligibility Criteria

• Age: 18 Years - 26 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• First year student at the Faculty of Nursing,
• Enrolling in the "Fundamentals of Nursing" course for the first time,
• Have watched the video recordings of the online application of Sakarya University Faculty of Health Sciences SAÜSEM (Sakarya University Continuing Education Application and Research Center),
• Students who agreed to participate in the research

You may not qualify if:

• Graduate of health vocational high school,
• Settled through the foreign student exam (YÖS),
• After graduating from the fields that provide associate degree education related to health, they were placed in the nursing department with the vertical transfer exam (DGS),
• Students who take the "Fundamentals of Nursing" course as a repeat

Sponsors & Collaborators

• Sakarya University: lead

Study Sites (1)

Sakarya University

Sakarya, 54050, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Urinary Retention

Condition Hierarchy (Ancestors)

Urination Disorders; Urologic Diseases; Female Urogenital Diseases; Female Urogenital Diseases and Pregnancy Complications; Urogenital Diseases; Male Urogenital Diseases

Study Officials

• Özlem Doğu

  Sakarya University Faculty of Health Sciences

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor Doctor

Model Details: Two randomized control group. One applied Halsted , other applied Peyton 4-step model on nursing students.

Study Record Dates

• First Submitted: July 10, 2024
• First Posted: July 19, 2024
• Study Start: April 1, 2021
• Primary Completion: May 14, 2022
• Study Completion: June 16, 2023
• Last Updated: July 19, 2024

Record last verified: 2024-07

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)