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首页> 外文期刊>Journal of Nursing Education and Practice >Effectiveness of Peyton’s four-step approach on nursing students’ performance in skill-lab training
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Effectiveness of Peyton’s four-step approach on nursing students’ performance in skill-lab training

机译：Peyton的四步法对护理学生在技能实验室培训中的表现的有效性

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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.
机译：目标：向学生传达技术技能需要某些技术和方法。 Peyton的四步走法是一种在医学教育中越来越流行的模型。这项研究的目的是研究佩顿（Peyton）的四步法对护理学生在技能实验室培训中的效果的有效性。方法：本研究是在曼苏拉大学护理学院进行的。共有80名学生完成了这项研究。受试者分为两组：（I）干预组，由40名学生组成;采用Peyton的四步走法的20名来自第一级的学生和20名来自第四级的学生。 （II）组包括40名被认为是对照组的学生，由20名第一级的学生和20名第四级的学生组成，他们接受了我们学院的传统实验室培训。选择了两个要教给学生的程序;结果：研究组在肌肉注射和动脉穿刺过程中的成绩评分均明显优于对照组。本研究的结果还显示，四年级学生通过Peyton的四步走法比第一级学生表现出更多的接受和学习。结论：根据我们的研究结果，我们可以强调Peyton的使用护理学生，特别是四年级学生报告说，四步法作为教学实践技能的模型很有帮助。

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