The Effect of Peer Education in Urinary Catheterization

NCT ID: NCT07138612

Last Updated: 2025-08-24

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 70 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2025-03-01
• Study Completion Date: 2025-06-13

Brief Summary

This study aimed to evaluate the effects of peer education in urinary catheterization on students' skill levels, privacy awareness, anxiety, and satisfaction levels.

Hypotheses:

H1. Peer education in urinary catheterization increases students' skill levels. H2. Peer education in urinary catheterization increases students' privacy awareness.

H3. Peer education in urinary catheterization reduces students' anxiety levels. H4. Peer education in urinary catheterization increases students' satisfaction levels.

Detailed Description

This study evaluated the effects of peer education on urinary catheterization on students' skill levels, privacy awareness, anxiety, and satisfaction. It was found that peer education increased students' urinary catheterization skills and privacy awareness, reduced anxiety levels, and enhanced satisfaction levels. Based on these results, it was suggested that using peer education in the teaching of other nursing practices could also increase nursing students' privacy awareness, reduce anxiety levels, and improve satisfaction levels. This educational method, particularly in a critically important nursing practice course, was expected to enhance students' knowledge and skills and improve learning retention. Furthermore, peer education made learning more enjoyable, which was anticipated to increase student engagement, motivation, and satisfaction. This study revealed a significant difference in how nursing students, and future nurses, interacted with patients and their families. This difference contributed to improved quality of patient care and positively affected patient and family satisfaction. Additionally, receiving positive feedback after nursing practices carried out with confidentiality awareness was found to increase employee satisfaction.

Conditions

Nursing Education

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: OTHER
• Blinding Strategy: DOUBLE

Study Groups

Peer Education Group

Five peer educators will be randomly selected from among students who agree to participate in the study. Peer education will be provided 2 weeks before the implementation date. After students are randomly assigned to experimental and control groups, the experimental group will be divided into five subgroups. Each group consists of seven students. A peer educator will be assigned to lead each group. Before the implementation, students will complete the Sudent Information Form, the Urinary Catheterization Checklist, the Privacy Awareness Scale, and the State Anxiety Inventory (STAI-I). Peer educators will work with students in groups on a mock-up during the practical part of the theoretical course. The topic will be reinforced using a well-equipped mock-up. All students will complete the Urinary Catheterization Checklist, the Privacy Awareness Scale, and the State Anxiety Inventory (STAI-I) as a post-test. Additionally, students in the intervention group will complete the "Satisfaction

Group Type: EXPERIMENTAL

Peer education group

Intervention Type: BEHAVIORAL

Students will learn urinary catheterization through peer education.

Control Group

Students will be randomly assigned to an experimental and control group, and then the control group will be divided into five subgroups. Each group will consist of seven students. Before the intervention, students will complete the Sudent Information Form, the Urinary Catheterization Checklist, the Privacy Awareness Inventory, and the State Anxiety Inventory (STAI-I). No intervention will be made. Students in the control group will receive their education in the traditional manner. The topic will be reinforced using a rigged mannequin. All students will take the Urinary Catheterization Checklist, the Privacy Awareness Inventory, and the State Anxiety Inventory (STAI-I) as a posttest. To assess the retention of learning, the Urinary Catheterization Checklist will be administered one week later as a posttest.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Peer education group

Students will learn urinary catheterization through peer education.

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• Volunteering to participate in the research
• Being 18 years of age or older
• Being a first year student
• Taking the Fundamentals of Nursing course for the first time
• Not being a student who came via horizontal or vertical transfer
• Not having received training on 'Urinary Catheterization'
• Not having been absent on the dates when the research data will be collected

Exclusion Criteria

• Not volunteering to participate in the research
• Being under 18 years old
• Not being a first year student
• Being a student who came via horizontal or vertical transfer

-- Having received training on 'Urinary Catheterization'

• Being a health vocational high school graduate

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

Sponsors

Tarsus University

OTHER

Sponsor Role: lead

Responsible Party

Nadiye BARIŞ EREN

Asst. Prof.

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

Tarsus University

Mersin, Tarsus, Turkey (Türkiye)

Countries

Turkey (Türkiye)

Other Identifiers

TarsusU-NBARISEREN-006

Identifier Type: -

Identifier Source: org_study_id