The Effect of Two Different Teaching Approaches in Nursing Skills Training

NCT ID: NCT06509178

Last Updated: 2024-07-19

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 217 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2021-04-01
• Study Completion Date: 2023-06-16

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.

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

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: OTHER
• Blinding Strategy: NONE

Study Groups

Peyton group

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.

Group Type: EXPERIMENTAL

Peyton group

Intervention Type: 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.

Halsed group

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.

Group Type: OTHER

Halsed group

Intervention Type: 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.

Interventions

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.

Intervention Type: 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.

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• 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

Exclusion Criteria

• 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

• Minimum Eligible Age: 18 Years
• Maximum Eligible Age: 26 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Sakarya University

OTHER

Sponsor Role: lead

Responsible Party

özlem doğu

Associate Professor Doctor

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Özlem Doğu

Role: STUDY_DIRECTOR

Sakarya University Faculty of Health Sciences

Locations

Sakarya University

Sakarya, , Turkey (Türkiye)

Countries

Turkey (Türkiye)

Other Identifiers

Peyton and Halsted Method

Identifier Type: -

Identifier Source: org_study_id