The effect of helsted and peyton's teaching approaches on objective performance, self-regulated learning and satisfaction in nursing skills education

INTRODUCTION AND PURPOSE: Nursing education requires the effective teaching of clinical skills. The use of innovative approaches alongside traditional methods supports learning. The aim of this study is to compare the effectiveness of the Peyton and Halsted teaching methods in teaching urinary catheterization skills. MATERIALS AND METHODS: The research was conducted as a randomized controlled trial with first-year nursing students in the Faculty of Health Sciences at a university in the Eastern Marmara region during the 2022-2023 academic year. Total of 217 students were divided into an intervention group (109) and control group (108). The intervention group received the Peyton's four-step method, while the control group was taught using the Halsted method. Data were collected using a Personal Information Form, Self-Regulated Learning Scale in Clinical Nursing Practices, Satisfaction (VAS) Scale, Pre- and Post-Test for Urinary Catheterization Knowledge, Urinary Catheterization Skill Checklist. Descriptive statistics, Pearson Chi-square, Mann-Whitney U, and Kruskal Wallis tests were used for data analysis. FINDINGS: The average age of the intervention group was 19.89±1.85, while the control group's average age was 20.05±2.22. The knowledge test scores of intervention group increased from 55.5 to 77.7, whereas the control group's scores increased from 51.9 to 65.2. A significant difference was found, with a greater increase in the intervention group (p<0.05). Self-regulated learning scores were 64.49±7.56 for intervention group and 61.56±8.94 for control group (U:-2.319, p<0.05). The skill scores for intervention group were 83.87±7.28, compared to 70.52±9.53 for control group (p<0.05). The satisfaction level of intervention group was 6.35±1.89, while control group was 5.23±2.27, showing a significant difference (t:-3.095, p<0.05). CONCLUSION: The effect of Peyton model in teaching urinary catheterization skills was found to be greater. It is suggested to use of Peyton model in nursing educations Key Words: Nursing Education, Urinary Catheterization, Peyton Model, Halsted Model, Laboratory Applications