The Effect of Two Different Teaching Approaches in Nursing Skills Training
NCT Number: NCT06509178
Status: COMPLETED
Study Type: INTERVENTIONAL
Phases: NA
Conditions: Urinary Retention
Interventions: OTHER: Peyton group|OTHER: Halsed group
Sponsor: Sakarya University
Sex: ALL
Age: ADULT
Enrollment: 217
Study Design: Allocation: RANDOMIZED|Intervention Model: PARALLEL|Masking: NONE|Primary Purpose: OTHER
Start Date: 2021-04-01
Completion Date: 2023-06-16
Locations: Sakarya University, Sakarya, 54050, Turkey

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.

Primary Outcome Measures: 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 Outcome Measures: Urinary Catheterization Achievement Knowledge Test, To determine the students' knowledge level on the subject before the laboratory application, their knowledge level on the subject to be taught was measured by testing before and after the application. The test was re-evaluated before and after application. In the preparation of the success pre- and post-tests, questions were prepared by reviewing the literature on the subject and taking expert opinions. The application of urinary catheterization was created from 20 questions involving laboratory skills and expert opinions were taken, 3 weeks|Self-Regulated Learning Scale for Clinical Nursing Practice, he scale used in the study was developed by Satoko Iyama and Hitomi Maeda (Iyama \& Maeda, 2018) in 2017. The Turkish validity and reliability of the scale was conducted by Şenol (2018). It has been reported that the scale is valid and reliable for nursing students (Şenol, 2018). The scale consists of 16 items. The scale has two sub-dimensions: "Motivation" and "Learning Strategies". The lowest score that can be obtained from this Scale is 16 and the highest score is 80. As the score obtained from the scale increases, the student's use of the self-regulated learning approach increases., 3 weeks|Satisfaction and stress level, Measured using the Visual Analog Scale (VAS) and numbering method from one to ten. In determining the level, "0" indicated dissatisfaction and no stress, while "10" indicated very satisfied and high stress., 3 weeks