Effect of Payton's Four Step Approach on Skill Acquisition, SelfConfidence and Self-Satisfaction among Critical Care Nursing Students.
Journal Title: IOSR Journal of Nursing and health Science - Year 2018, Vol 7, Issue 6
Abstract
Background: A variety of instructional approaches were used in the skill laboratory such as “see one, do one” method. Although thismethod still extensivelyused, Rodney Peyton has suggested an alternative approach, the “Four-Step Approach". This approach guarantees that the teacher divides the procedure into convenient steps, asks the learner to articulate the steps, and provides repetition to strengthen the learning and correct errors. Purpose: To determine the effect of Peyton's four step approach on critical care nursing students‟ skill acquisition, self-confidence and satisfaction level. Method: Using a quasi-experimental research design, students were taught the CPR by either the „2-stage‟ or „Peyton's four step approach‟. Students' skill acquisition, self-confidence and satisfaction levels weremeasured immediately afterapplying the approach, while skill retention wasmeasured12 weekslater. Results:A convenient sample of 78 students was assigned into two equal groups "study and control" 39 students each. Highly statistically significant differences were found between the study and control groups regarding students' self-confidence and satisfaction in performing CPR procedure in the favor of Peyton's four step approach.No statistically significant difference was found between themin relation to theirskill acquisition and retention. Conclusion:Peyton's four-step approach is an effective clinical teaching approach that contributes in improving the critical care nursing students‟ self- confidence and satisfaction in performing CPR procedure.
Authors and Affiliations
Fatma R. Ahmed, Shadia R. Morsi, Heba M. Mostafa
Keywords
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- EP ID EP437146
- DOI 10.9790/1959-0706043847.
- Views 100
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