Peyton Model In Midwifery Prenatal Education

NCT07530822 | Completed DMC

• 1 other identifier: SBU-EBE-GA-01
• Study Type: interventional
• Target: 64
• Locations: 1 country
• Sites: 1

Brief Summary

In this study, conducted with 64 students from the Gülhane Midwifery Department, the impact of the Peyton model on prenatal examination training was investigated. The students, randomly assigned to two groups, received theoretical and skills training; their knowledge, skills (blind assessor), self-efficacy, anxiety, and satisfaction levels were measured in laboratory and clinical settings 1 and 8 weeks after the training.

Conditions

Prenatal Care; Midwifery Education; Clinical Self-Efficacy; Anxiety

Keywords

Peyton Model; Midwifery Education; Prenatal Care

Outcome Measures

Primary Outcomes (1)

• Prenatal Examination Skill Scores

  The Prenatal Care Skills Checklist was developed by the researchers and consists of 84 items within 4 subscales (Communication, History Taking, Physical Examination, and Evaluation/Planning/Documentation). The checklist uses a 2-point Likert scale and is evaluated on a 100-point system, where higher scores indicate an increased level of skill. Its content validity was validated by CVI.

  1 week and 8 weeks post-training

Secondary Outcomes (4)

• Clinical Performance Self-Efficacy Scale

  Before training, 1 week and 8 week post-training

• State Anxiety Levels

  1 week and 8 weeks post-training

• Prenatal Care Knowledge Scores

  Before training, 1 week and 8 week post-training

• Satisfaction with Teaching Methods

  8 weeks post-training (at the end of the study)

Study Arms (2)

Peyton Group

EXPERIMENTAL

Midwifery students receiving prenatal care training based on the Peyton Model

Other: Peyton Model Training

Standart Group

ACTIVE COMPARATOR

Midwifery students receiving standard prenatal care training

Other: Standard Training

Interventions

Peyton Model Training OTHER

A four-step instructional method (Demonstration, Deconstruction, Comprehension, and Performance)

Peyton Group

Standard Training OTHER

Traditional lecture and demonstration-based training

Standart Group

Eligibility Criteria

• Gender Eligibility Details: In Turkey, according to national regulations, only female students are admitted to midwifery undergraduate programs. Therefore, the study population consists only of female students
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Students who have successfully completed the required first-year courses in the curriculum,
• Students who have not previously performed or observed a prenatal examination,
• Students who volunteer to participate in the study will be included in the study.

You may not qualify if:

• Students who had a medical certificate or were on leave during the period the study was conducted,
• Students who previously took the "Normal Pregnancy Process" and "High-Risk Pregnancies" courses and failed them,
• Graduates of a health vocational high school,
• Students with a diagnosed psychological disorder, those experiencing anxiety, or those taking medication for psychiatric treatment will not be included in the study.

Sponsors & Collaborators

• Saglik Bilimleri Universitesi: lead

Study Sites (1)

University of Health Sciences, Gulhane Faculty of Health Sciences, Department of Midwifery

Ankara, keçiören, 06010, Turkey (Türkiye)

Location

Related Publications (14)

• Heriwardito A,Ramlan AAW,Basith A,Aristya L

  BACKGROUND

• Zhang X,Sun Z,Lan Q,Xu M,Guo X,Wei B

  BACKGROUND

• Matschl J,Plöger R,Wittek A,Walter A,Gembruch U,Strizek B,Recker F

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• Cenaj D,Schulte-Uentrop L,Laura Kröger LF,Küllmei J,Haus JM,Moll-Khosrawi P

  BACKGROUND

• Balafoutas D,Joukhadar R,Kiesel M,Häusler S,Loeb S,Woeckel A,Herr D

  BACKGROUND

• Dasci S,Schrem H,Oldhafer F,Beetz O,Kleine-Döpke D,Vondran F,Beneke J,Sarisin A,Ramackers W

  BACKGROUND

• Leitmann A,Reinert S,Weise H

  BACKGROUND

• Smith CJ,Rohlfsen C,Wardian J,Sahak K

  BACKGROUND

• Schmidt M,Schauwinhold MT,Loeffler LAK,Klasen M,Lambert SI,Sopka S,Vogt L

  BACKGROUND

• Abbasi M,Taghadosi M,Atoof F,Hosseiniara R

  BACKGROUND

• Briones-Zamora KH,Briones-Claudett KH,Díaz Mora P,Berrus Zhumi E,Polanco Montero A,Serrano Torres WE,Benites Solis J,Briones-Zamora AD,Briones-Marquez DC

  BACKGROUND

• Breunig M,Kingsley R,Schroeder D,Kraus J,Plooster C,Galush T,Boldenow L,Ragaisis T,Regan H,Schouten WM,Shafay R,Issa M,T Kashiwagi D

  BACKGROUND

• Giacomino K,Caliesch R,Sattelmayer KM

  BACKGROUND

• Sahin M, Dogu O. The effect of Halsted and Peyton teaching approaches on objective performance, self-regulated learning and satisfaction in nursing skills education: A randomized controlled trial. Nurse Educ Pract. 2026 Jan 27;92:104726. doi: 10.1016/j.nepr.2026.104726. Online ahead of print.

  PMID: 41621188 BACKGROUND

MeSH Terms

Conditions

Anxiety Disorders

Condition Hierarchy (Ancestors)

Mental Disorders

Study Officials

• Nazan Karahan, Professor, Ph.D.

  Saglik Bilimleri Universitesi

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Masking Details: Statistician
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Research Assistant, Principal Investigator

Model Details: A randomized parallel-group study design was used. Participants were divided into two groups: the intervention group receiving prenatal care training based on the Peyton Model, and the control group receiving standard training.

Study Record Dates

• First Submitted: April 1, 2026
• First Posted: April 15, 2026
• Study Start: December 4, 2025
• Primary Completion: December 26, 2025
• Study Completion: February 20, 2026
• Last Updated: April 15, 2026

Record last verified: 2026-04

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)