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.
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.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
DOUBLE
Enrollment
70
Students will learn urinary catheterization through peer education.
Tarsus University
Mersin, Tarsus, Turkey (Türkiye)
Student Information Form
It was prepared by the researcher by scanning the relevant literature and consists of 14 questions regarding the sociodemographic characteristics, personal information and peer education of the students participating in the study.
Time frame: 10 minutes
Urinary Catheterization Checklist
This checklist was created by researchers with expertise in the field of nursing fundamentals (Göçmen Baykara et al., 2021). The "Urinary Catheterization Checklist" is a checklist systematically designed to evaluate urinary catheterization. The checklist is a 3-point Likert-type scale with markings of "incompletely implemented," "fully implemented," or "not implemented." Students will receive 2 points for fully implementing the practice step, 1 point for incomplete implementation, and 0 points for not implementing. No feedback will be given to students while administering the checklists to assess their skill levels. Feedback will be provided following the evaluation. All student evaluations will be conducted by the same instructor.
Time frame: 20 minutes
Privacy Awareness Scale
It was developed by Tabata and Sato (2014) to measure privacy awareness in nursing students. The validity and reliability study of the scale in the Turkish language was conducted by Öztürk et al. (2019). Each item is a 5-point Likert-type scale with a score between 1 and 5. 1 represents "strongly disagree," 2 represents "disagree," 3 represents "undecided," 4 represents "agree," and 5 represents "strongly agree." The scale includes three subfactors: privacy awareness of oneself/behaviors to maintain privacy of self (4 items: 2, 4, 6, 10), privacy awareness for others (4 items: 1, 5, 8, 11), and behaviors to maintain privacy of others (3 items: 3, 7, 9), and contains a total of 11 items. The scale contains eight reverse-scored items (2, 4, 6, 10, 1, 5, 3, and 7). For each subscale, the scores from the items representing the subscale are summed, and the means are compared to evaluate the total score. The highest possible score is 55, and the lowest is 11. However, when the mean scores a
Time frame: 10 minutes
State Anxiety Inventory (STAI-I)
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The State Anxiety Inventory (STAI-I) was developed by Spielberger and colleagues (1970). It was adapted into Turkish by Öner and Le Compte (1998). The scale consists of 20 questions and measures how an individual feels at a specific moment and under a specific circumstance. The response options on the state anxiety scale are categorized into four classes: (1) Not at all, (2) A little, (3) A lot, and (4) Completely. The scale contains ten reversed statements: items 1, 2, 5, 8, 10, 11, 15, 16, 19, and 20. The fixed value for the State Anxiety Inventory is 50. The state anxiety score is obtained by subtracting the total score for reversed statements from the total score for direct statements and adding the predetermined fixed value. The fixed value for the State Anxiety Scale is 50. Theoretically, scores obtained on the State Anxiety Scale range from 20 to 80. In the evaluation of the scale, scores below 36 are considered to indicate no anxiety, between 37 and 42 to indicate mild anxiety
Time frame: 10 minutes
Satisfaction Assessment with Peer Education
Students who received peer education were asked to give a score between 1 and 10 to determine their level of satisfaction with the education after the research. 1- not at all, 10- very much, and they were asked to give a full score.
Time frame: 10 minutes