Background: Acquisition of procedures is an important element in obstetric nursing
education. A more recent teaching approach for the acquisition of procedural skills was
presented by Walker and Peyton. Modified Peyton’s teaching approach which demonstrates
benefit of peer learning under supervision of teachers. Aim: was to examine effectiveness of
Modified Peyton’s 4-step teaching approach on maternity nursing students’ acquisition of
procedural skills, self-confidence and satisfaction. Design: A quasi-experimental research
design. Setting: this research was carried out in faculty of nursing at Benha University.
Sample: A purposive sample of 99 maternity nursing students divided into two groups (study
“Peyton’s 4-step Teaching Approach "=45 students and control "conventional teaching
methods"=45 students) in addition to 9 students who act as a tutor (teacher) among the study
group. Tools: Four tools were used; a structured interviewing questionnaire, Performance
Observational Checklist, Satisfaction Assessment Scale, and Self-confidence in learning
scale. Results: showed that there was a statistical significance difference between Peyton's
approach and traditional method groups regarding acquisition of procedural postpartum skills
after implementation of teaching methods. Moreover, there was a highly statistically
significant difference in the total mean scores of students' satisfaction and self-confidence
between two groups. Conclusion: applying modified Peyton’s four-step approach has a
positive effect in improving maternity nursing students' acquisition of procedural skills, self
confidence and satisfaction in performing the postpartum procedure. Recommendations:
integrating the Modified Peyton’s four-step approach as a teaching strategy for all practical
skills in clinical obstetrics and gynecological skills lab as well as to all clinical nursing
departments for undergraduate students. |
