Peyton Model In Midwifery Prenatal Education

Saglik Bilimleri Universitesi64 enrolled

Overview

In this study, conducted with 64 students from the Gülhane Midwifery Department, the impact of the Peyton model on prenatal examination training was investigated. The students, randomly assigned to two groups, received theoretical and skills training; their knowledge, skills (blind assessor), self-efficacy, anxiety, and satisfaction levels were measured in laboratory and clinical settings 1 and 8 weeks after the training.

This thesis study included 64 second-year students enrolled in the Midwifery Department at the Gülhane Faculty of Health Sciences, University of Health Sciences, who had not previously received any training in prenatal care. The participating students were asked to complete the "Student Demographic Information Form," the "Prenatal Examination Knowledge Test," and the "Clinical Performance Self-Efficacy Scale." The students were randomly assigned to two groups: the Peyton Group and the Standard Group. Both groups first received theoretical instruction in a classroom setting, followed by skill training tailored to their respective groups in a laboratory setting one week later. One week after the completion of both theoretical and practical training, the students were invited to the laboratory for the initial assessment. At this stage, participants were asked to complete the "Prenatal Examination Knowledge Test," the "Clinical Performance Self-Efficacy Scale," and the "State Anxiety Inventory" prior to the practical assessment. Practical skills were assessed by a blind evaluator through observation using the "Prenatal Examination Skills Checklist" on a mannequin. Eight weeks after the initial assessment, students were invited to the Prenatal Care Clinic at Gülhane Training and Research Hospital for the clinical practice assessment. Prior to the clinical evaluation, the students were asked to complete the "State Anxiety Inventory." The clinical prenatal examination was evaluated in the same manner by a blind evaluator using the "Prenatal Examination Skills Checklist." At the conclusion of the study, the students were asked to complete the "Satisfaction Survey on Teaching Methods" to determine their opinions regarding the teaching methods employed.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

HEALTH_SERVICES_RESEARCH

Masking

DOUBLE

Enrollment

Conditions

Prenatal Care Midwifery Education Clinical Self-Efficacy Anxiety

Interventions

Peyton Model TrainingOTHER

A four-step instructional method (Demonstration, Deconstruction, Comprehension, and Performance)

Standard TrainingOTHER

Traditional lecture and demonstration-based training

Eligibility

Sex: FEMALEHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: * Students who have successfully completed the required first-year courses in the curriculum, * Students who have not previously performed or observed a prenatal examination, * Students who volunteer to participate in the study will be included in the study. Exclusion Criteria: * Students who had a medical certificate or were on leave during the period the study was conducted, * Students who previously took the "Normal Pregnancy Process" and "High-Risk Pregnancies" courses and failed them, * Graduates of a health vocational high school, * Students with a diagnosed psychological disorder, those experiencing anxiety, or those taking medication for psychiatric treatment will not be included in the study.

Locations (1)

University of Health Sciences, Gulhane Faculty of Health Sciences, Department of Midwifery

Ankara, keçiören, Turkey (Türkiye)

Outcomes

Primary Outcomes

Prenatal Examination Skill Scores

The Prenatal Care Skills Checklist was developed by the researchers and consists of 84 items within 4 subscales (Communication, History Taking, Physical Examination, and Evaluation/Planning/Documentation). The checklist uses a 2-point Likert scale and is evaluated on a 100-point system, where higher scores indicate an increased level of skill. Its content validity was validated by CVI.

Time frame: 1 week and 8 weeks post-training

Secondary Outcomes

Clinical Performance Self-Efficacy Scale

The Self-Efficacy in Clinical Performance Scale (SECPS) was developed by Cheraghi et al. (2009) and adapted into Turkish by Pozam and Zaybak (2013). It consists of 37 items and 4 subscales (Data Collection, Nursing Diagnosis/Planning, Implementation, and Evaluation). The scale uses an 11-point Likert-type format ranging from 0% to 100%. Evaluation is based on mean item scores (0-100), where higher scores indicate an increased level of clinical self-efficacy. The Cronbach's alpha coefficient was .98

Time frame: Before training, 1 week and 8 week post-training

State Anxiety Levels

The State-Trait Anxiety Inventory (STAI-S) was developed by Spielberger (1970) and adapted into Turkish by Öner and Le Compte (1983). For this study, the State Anxiety subscale (STAI-S) is used, consisting of 20 items that evaluate the individual's anxiety level at a specific moment. It is scored on a 4-point Likert scale, with total scores ranging from 20 to 80. Higher scores indicate an increased level of anxiety. The Cronbach's alpha coefficient for this subscale ranges from 0.94 to 0.96.

Time frame: 1 week and 8 weeks post-training

Prenatal Care Knowledge Scores

The Knowledge Test, developed by the researchers, consists of 25 items. Total scores range from 0 to 100, where higher scores indicate greater knowledge levels. The content validity was confirmed by experts using the Content Validity Index (CVI).

Time frame: Before training, 1 week and 8 week post-training

Data from ClinicalTrials.gov

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