Effectiveness of Peyton’s four-step approach on nursing students’ performance in skill-lab training

Abstract

Objective: Conveying technical skills to students requires certain techniques and approaches. Peyton’s four-step approach is a model that is becoming increasingly prevalent in medical education. This study was carried out to investigate the effectiveness of Peyton’s four-step approach on nursing students’ outcome in skill-lab training.

Methods: The current study was conducted at Faculty of Nursing, Mansoura University. A total of 80 students completed the study. The subjects were divided into two groups: Group (I) the intervention group composed of 40 students; 20 students from first level and 20 students from fourth level who received Peyton’s four-step approach. Group (II) included 40 students considered as a control group composed of 20 students from first level and 20 students from fourth level who received the traditional method of lab training in our faculty. Two procedures were selected to be taught to the students; Intramuscular injection for first level students and arterial puncture for fourth level students.

Results: The studied groups significantly exceeded the control group in performance scoring in both intramuscular injection and arterial puncture procedures. The results of the current study also revealed that fourth level students show more acceptances and learning through Peyton’s four-step approach than those of first level students.

Conclusions: In the light of the results of our study, we can emphasize that the use of Peyton's four-step approach as a model for teaching practical skills was helpful as reported by nursing students especially for fourth level students.