The Effect of Two dıfferent Teaching Approaches in Nursing Skills Training on Objective Performance, Self-regulated Learning and Satisfaction
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 217
- 试验地点
- 1
- 主要终点
- Urinary catheter application skill checklist
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 26 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •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
排除标准
- •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
研究组 & 干预措施
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.
干预措施: Peyton group (Other)
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.
干预措施: Halsed group (Other)
结局指标
主要结局
Urinary catheter application skill checklist
时间窗: 3 weeks
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.
次要结局
- Satisfaction and stress level(3 weeks)
- Self-Regulated Learning Scale for Clinical Nursing Practice(3 weeks)
- Urinary Catheterization Achievement Knowledge Test(3 weeks)
研究者
özlem doğu
Associate Professor Doctor
Sakarya University