The Impact of Pecha Kucha Pre-Lab Teaching on Students' Foley Catheterization Skills: A Randomized Controlled Study
For patients and families
In plain language
An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.
- What is being studied
- The protocol lists: Pecha Kucha Educational Presentation, Demonstration-Based Training, No Additional Training.
- Who it may be relevant to
- Registry conditions: Urinary Catheterization, Nursing Education. Basic parameters: from 18 years · All.
- What needs checking
- Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
- Where it takes place
- Turkey (Türkiye)
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
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Official title
The Effect of Pre-Laboratory Information Using the Pecha Kucha Technique on Students' Knowledge Level, Skill Performance, Application Time in Foley Catheterization Training: A Randomized Controlled Study
Overview
Urinary catheterization is a common nursing procedure used to drain urine from the bladder. When performed with the correct indications and sterile technique, it can help protect a patient's health. However, errors during catheter insertion may lead to serious complications, especially catheter-associated urinary tract infections (CAUTIs). These infections are among the most common hospital-acquired infections and can increase hospital stay, health care costs, and complications for patients. Therefore, it is important for nursing students to learn this procedure safely and correctly. Traditional nursing education usually includes a lecture followed by a demonstration by an instructor. Students then practice the procedure themselves. However, new teaching approaches may help students learn complex clinical skills more effectively. Pecha Kucha is a short and structured presentation format. It includes 20 slides that automatically change every 20 seconds, and the presentation lasts 6 minutes and 40 seconds. This format encourages concise explanations and helps keep the audience focused. This study aims to compare a Pecha Kucha-based educational module with traditional teaching in urinary catheterization training for nursing students. Researchers will examine whether the Pecha Kucha method improves students' knowledge, skill performance, procedure time, and satisfaction with the training. The findings may help educators develop more effective and engaging teaching strategies for clinical skills education in nursing.
Detailed description
All students first attended a theoretical course that included a lecture and an instructional video demonstrating the procedure. After the theoretical session, students were provided with reference textbooks and example videos to review and study independently at home. One week later, before the laboratory practice session, the students were divided into three groups and received different preparatory instructions in the laboratory setting.
The first group received a brief training session delivered using the Pecha Kucha presentation format. The second group received traditional instruction in which the procedure was demonstrated on a mannequin. The third group did not receive any additional demonstration in the laboratory and were expected to perform the procedure based only on the video they had previously watched.
Interventions
- Behavioral Pecha Kucha Educational Presentation
A short Pecha Kucha presentation (20 slides × 20 seconds) delivered before laboratory practice to reinforce procedural knowledge. - Behavioral Demonstration-Based Training
Instructor demonstration of the procedure performed on a mannequin before laboratory practice. - Behavioral No Additional Training
Students performed the laboratory procedure without receiving any additional pre-practice instruction.
Primary outcome measures
- Skill Performance Scores [Time frame: Immediately after the intervention]
Secondary outcome measures (2)
- Procedure Completion Time [Time frame: During the skill performance assessment immediately after the intervention.]
- Educational Satisfaction Level [Time frame: Immediately after the intervention.]
Eligibility criteria
Inclusion criteria
Being a second-year nursing student enrolled in the "Fundamentals of Nursing" course with regular attendance.
Being 18 years of age or older. Volunteering and consenting to participate in the study. Not being a graduate of a Vocational School of Health Having no prior formal training or clinical experience regarding urinary catheterization skills.
Exclusion criteria
Declining to participate in the research. Requesting to withdraw from the study at any stage of the data collection process after initially providing consent.
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: Yes
Study design
- Allocation
- Randomized
- Model
- Parallel assignment
- Masking
- Double blind
- Primary purpose
- Other
Study locations
Turkey (Türkiye) · 1 center
- University of Health Science Türkiye- Hamidiye Faculty of Nursing — Üsküdar
Identifiers
NCT: NCT07464496 · 4565