Urinary Catheterization(PL)NCT07035548
Design, Implementation, and Evaluation of Peer Learning in Teaching Technical Skills to Second-Year Nursing Students. (PL)
A study testing Educative: Peer-learning in people with Urinary Catheterization and Simulation Training, run by Marta Lizarbe at 2 sites in Spain.
Trial summary
The goal of this randomized controlled trial is to evaluate the effectiveness of a peer-learning educational intervention for teaching procedural skills to second-year nursing students. Read more about this study
- Who is it for?
- Ages 18 years and older
- Conditions the study is for
- Urinary Catheterization, Simulation Training
- What is being tested?
- Educative: Peer-learning
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 123 participants
- Where
- 2 sitesSpain
- Study dates
- 15 Sep 2024to 31 Oct 2024
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- No healthy volunteers
- Adult, Older adult
Who may be able to join
- Second years nursing students
Who cannot join
- If participants have previously utilized peer learning as a method for acquiring or reinforcing knowledge and skills.
Trial locations and contacts
2 sites in 1 country.
Spain2 sites
University of Navarra/Pamplona/Navarra/Spain
Pamplona, Navarre, 31180
University of Navarra
Pamplona, Navarre, 31180
About this study
Official title: Design, Implementation, and Evaluation of Peer Learning in Teaching Technical Skills to Second-Year Nursing Students (
The goal of this randomized controlled trial is to evaluate the effectiveness of a peer-learning educational intervention for teaching procedural skills to second-year nursing students. The study aims to answer the following key questions:
- Does the peer-learning intervention group gain equal or greater knowledge compared to those who learn by the traditional method?
- Do students in the peer-learning intervention group demonstrate higher self-efficacy for learning?
- Do students in the peer-learning intervention group demonstrate higher classroom engagement for learning?
- Do students in the peer-learning intervention group demonstrate higher general satisfaction with their learning experience?
Read more
Researchers will compare the peer-learning method with the traditional teaching methods to assess the acquisition of the procedural skill "urinary catheterization" in university nursing students.
Participants will:
- Attend a two-hour class to learn urinary catheterization.
- Work with a guide and a peer for self-training.
- Practice the procedural skills as many times as needed.
- Be evaluated by a teacher.
Read the detailed description
Within the nursing curriculum, students dedicate significant effort to acquiring clinical procedural skills. Therefore, promoting student-centered educational activities with active learning methodologies fosters self-regulated learning and enhances commitment and participation in developing clinical competencies. Pedagogically grounded in social interaction and collaborative learning, as originally proposed by theorists like Piaget and Vygotsky, Peer-Learning has emerged as a valuable approach. Through this methodology, students learn by engaging in activities where they interact with peers, articulate their ideas and reflections, and practice giving and receiving feedback. As Joubert stated, "to teach is to learn twice."
Furthermore, it is crucial to assess each student's learning outcomes, their commitment to their own learning, and their satisfaction with the educational activity. This allows for reorientation or adaptation to specific educational contexts, ultimately leading to improved nursing training and a professional profile capable of meeting the current demands of healthcare.
General Objective
To design, implement, and evaluate the outcomes of implementing Peer-Learning for the nursing intervention of urinary catheterization among second-year nursing students.
- Conditions
- Urinary Catheterization, Simulation Training
- Being tested
- Educative: Peer-learning
- Keywords
- Peer-learning, procedural skills, urinary catheterization
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Educative: Peer-learningOther
Peer learning, also known as peer-to-peer learning, is a collaborative educational strategy where students actively learn from one another. It involves interaction among peers to share knowledge, solve problems, and develop skills. This methodology can take various forms, from peer tutoring, where a more advanced student assists a less experienced one, to study groups where everyone contributes equally. The process fosters critical thinking, effective communication, and the co-construction of knowledge. By explaining concepts to others or discussing ideas, students solidify their own understanding and discover new perspectives. Moreover, it promotes individual and collective responsibility, as each participant plays an active role in their own learning and that of their peers. This approach not only improves academic performance but also develops crucial social and emotional skills, such as empathy, patience, and the ability to collaborate, preparing students for more cooperative work
| Study group | Role | What they receive |
|---|---|---|
| Peer-learning | Experimental | Arm intervention group:
Participants in the peer-learning intervention group will complete a structured educational program focused on acquiring urinary catheterization skills.
The intervention includes:
* (1) Self-Learning Preparation: Prior to the in-person session, participants will engage in general self-learning preparation (pre-briefing), completed independently outside the simulation center.
* A two-hour in-person (2) Didactic Session will be dedicated to theoretical instruction and demonstration of urinary catheterization by a practical lecturer (ten minutes) and a peer-Guided Practice. Here, Students divided into pairs, will use a comprehensive guide for self-training and practice the procedural skills. This peer-supported practice allows for repeated attempts and immediate feedback. During the didactic session, participants are encouraged to practice as many times as necessary to achieve proficiency. Finally, and after peer-training, each participant's mastery of the skill w Receives: Other: Educative: Peer-learning |
| Traidional teaching | No intervention | Arm control group: Participants in the control group will complete a structured educational program focused on acquiring urinary catheterization skills using traditional teaching methods, guided by a practical lecturer. The control group intervention includes: (1) Self-Learning Preparation: Prior to the in-person session, participants will engage in general self-learning preparation (pre-briefing), completed independently outside the simulation center. (2) Didactic Session: A two-hour in-person class dedicated to theoretical instruction and demonstration of urinary catheterization. A practical lecturer will demonstrate the procedure (20 minutes). There, students will individually practice the procedural skills, supported by the practical lecturer. This allows for repeated attempts and immediate feedback directly from the lecturer. (3) After completing their training, each participant's mastery of the skill will be formally evaluated by a qualified teacher. |
What is being measured
The primary outcome is the main question the study is designed to answer.
General Knowledge
Each student's baseline knowledge will be assessed before participating in the Internship Experience (IE) Urinary catheterization. To do this, each student will complete an exam covering the content provided in the IE preparatory documentation (delivered via vitual educative platform, ADI) and from the lecture given to the entire class by a professor from the Practical Teaching Unit. The questionnaire, a multiple-choice test designed ad hoc by the researchers, will consist of 10 questions with four response options. Incorrect answers will not be penalized. The total possible score is 10 points. To prevent students from sharing exam content and to make memorization difficult, a bank of 30 questions has been created, from which different versions of the knowledge exam will be generated.
Measured: Immediatelly before and after the educative intervention.
Self-Efficacy for learning clinical skills
To measure the self-efficay with technical skills, the Learning Self-efficacy Scale for clinical skills (L-SES) was used. Developed by Kang et al. (2019), is a measurement instrument designed to understand the relationship between student self-efficacy and the practice of technical skills. This scale was developed under the framework of Bloom's Taxonomy and has been rigorously tested and validated in medical students. It demonstrated appropriate content validity indices (I-CVI = 0.88-1) and reliability (Cronbach's alpha of 0.931). Furthermore, results indicated that L-SES scores were not affected by gender (t = -0.049; 95% confidence interval [-,115; 0,109], p > 0.05). The L-SES comprises twelve items grouped into three distinct domains: cognitive, affective, and psychomotor. Responses are captured using a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree).
Measured: Immediately after the intervention
The engagement with learning
The Learning Engagement Survey, developed by members of the Foundation for the Improvement of Postsecondary Education (U.S. Department of Education, 2003) is designed to measure students' self-perceived engagement with their learning during class. This survey consists of eight items grouped into two domains: Participation and Enjoyment. Responses are collected using a 5-point Likert scale (1 = strongly disagree; 2 = disagree; 3 = neither disagree nor agree; 4 = agree; 5 = strongly agree). The survey has demonstrated adequate validity and reliability, with an overall Cronbach's alpha of 0.881. The two subscales, Participation (five items) and Enjoyment (three items), yielded respective Cronbach's alpha values of 0.807 and 0.873 (Menenga et al., 2013).
Measured: Immediately after the intervention
Procedural skill
To assess proficiency development in the procedural skill of urinary catheterization, students from both the intervention (peer-learning) and control (traditional teaching) groups were evaluated by an academic tutor. The tool developed was a 10-item rubric with a "yes/yes with changes/no" response format. The rubric underwent face and content validity with academic tutors. For consistency, the first six students were evaluated by two assessors, and any discrepancies were resolved by a third evaluator.
Measured: Immediately after the intervention
Secondary outcomes (1)
General satisfaction
To measure satisfaction, the General Satisfaction Survey with the Educational Activity, adapted from Hoseini et al. (2013) was used to collect information on student satisfaction with the training activity. This survey consists of 10 general satisfaction questions. Responses will be recorded using a 5-point Likert scale (1 = strongly disagree; 2 = disagree; 3 = neither disagree nor agree; 4 = agree; 5 = strongly agree).
Measured: Just after the intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted25 Jun 2025
- Study start15 Sep 2024
- Primary completion1 Oct 2024
- Study completion31 Oct 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Urinary CatheterizationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 123 participants (actual)
Sponsor and investigators
- Lead sponsor
- Marta Lizarbe
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor-investigator, Marta Lizarbe, Clinica Universidad de Navarra, Universidad de Navarra
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07035548
- Sponsor's protocol ID
- 2024.172
- Acronym
- (PL)
- Status last verified
- Jun 2025
- First submitted
- 15 Jun 2025
- Last updated
- 29 Jun 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 29 Jun 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Design, Implementation, and Evaluation of Peer Learning in Teaching Technical Skills to Second-Year Nursing Students (
- ClinicalTrials.gov ID
- NCT07035548
- Acronym / sponsor ID
- (PL) / 2024.172
- Conditions
- Urinary Catheterization, Simulation Training
- Keywords
- Peer-learning, procedural skills, urinary catheterization
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 123 participants (actual)
- Lead sponsor
- Marta LizarbeUniversity, hospital or other
- Study start
- 15 Sep 2024 (actual)
- Primary completion
- 1 Oct 2024 (actual)
- Study completion
- 31 Oct 2024 (actual)
- First posted
- 25 Jun 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The goal of this randomized controlled trial is to evaluate the effectiveness of a peer-learning educational intervention for teaching procedural skills to second-year nursing students. The study aims to answer the following key questions:
- Does the peer-learning intervention group gain equal or greater knowledge compared to those who learn by the traditional method?
- Do students in the peer-learning intervention group demonstrate higher self-efficacy for learning?
- Do students in the peer-learning intervention group demonstrate higher classroom engagement for learning?
- Do students in the peer-learning intervention group demonstrate higher general satisfaction with their learning experience?
Researchers will compare the peer-learning method with the traditional teaching methods to assess the acquisition of the procedural skill "urinary catheterization" in university nursing students.
Participants will:
- Attend a two-hour class to learn urinary catheterization.
- Work with a guide and a peer for self-training.
- Practice the procedural skills as many times as needed.
- Be evaluated by a teacher.
Detailed description
Within the nursing curriculum, students dedicate significant effort to acquiring clinical procedural skills. Therefore, promoting student-centered educational activities with active learning methodologies fosters self-regulated learning and enhances commitment and participation in developing clinical competencies. Pedagogically grounded in social interaction and collaborative learning, as originally proposed by theorists like Piaget and Vygotsky, Peer-Learning has emerged as a valuable approach. Through this methodology, students learn by engaging in activities where they interact with peers, articulate their ideas and reflections, and practice giving and receiving feedback. As Joubert stated, "to teach is to learn twice."
Furthermore, it is crucial to assess each student's learning outcomes, their commitment to their own learning, and their satisfaction with the educational activity. This allows for reorientation or adaptation to specific educational contexts, ultimately leading to improved nursing training and a professional profile capable of meeting the current demands of healthcare.
General Objective
To design, implement, and evaluate the outcomes of implementing Peer-Learning for the nursing intervention of urinary catheterization among second-year nursing students.
Study design
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Peer-learning | Experimental | Other: Educative: Peer-learningArm intervention group: Participants in the peer-learning intervention group will complete a structured educational program focused on acquiring urinary catheterization skills. The intervention includes: * (1) Self-Learning Preparation: Prior to the in-person session, participants will engage in general self-learning preparation (pre-briefing), completed independently outside the simulation center. * A two-hour in-person (2) Didactic Session will be dedicated to theoretical instruction and demonstration of urinary catheterization by a practical lecturer (ten minutes) and a peer-Guided Practice. Here, Students divided into pairs, will use a comprehensive guide for self-training and practice the procedural skills. This peer-supported practice allows for repeated attempts and immediate feedback. During the didactic session, participants are encouraged to practice as many times as necessary to achieve proficiency. Finally, and after peer-training, each participant's mastery of the skill w |
| Traidional teaching | No intervention | –Arm control group: Participants in the control group will complete a structured educational program focused on acquiring urinary catheterization skills using traditional teaching methods, guided by a practical lecturer. The control group intervention includes: (1) Self-Learning Preparation: Prior to the in-person session, participants will engage in general self-learning preparation (pre-briefing), completed independently outside the simulation center. (2) Didactic Session: A two-hour in-person class dedicated to theoretical instruction and demonstration of urinary catheterization. A practical lecturer will demonstrate the procedure (20 minutes). There, students will individually practice the procedural skills, supported by the practical lecturer. This allows for repeated attempts and immediate feedback directly from the lecturer. (3) After completing their training, each participant's mastery of the skill will be formally evaluated by a qualified teacher. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- Second years nursing students
Key exclusion criteria (1 listed)
- If participants have previously utilized peer learning as a method for acquiring or reinforcing knowledge and skills.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Educative: Peer-learningPeer learning, also known as peer-to-peer learning, is a collaborative educational strategy where students actively learn from one another. It involves interaction among peers to share knowledge, solve problems, and develop skills. This methodology can take various forms, from peer tutoring, where a more advanced student assists a less experienced one, to study groups where everyone contributes equally. The process fosters critical thinking, effective communication, and the co-construction of knowledge. By explaining concepts to others or discussing ideas, students solidify their own understanding and discover new perspectives. Moreover, it promotes individual and collective responsibility, as each participant plays an active role in their own learning and that of their peers. This approach not only improves academic performance but also develops crucial social and emotional skills, such as empathy, patience, and the ability to collaborate, preparing students for more cooperative work | Other | Peer-learning |
Primary outcome
General Knowledge
Time frame: Immediatelly before and after the educative intervention.
Each student's baseline knowledge will be assessed before participating in the Internship Experience (IE) Urinary catheterization. To do this, each student will complete an exam covering the content provided in the IE preparatory documentation (delivered via vitual educative platform, ADI) and from the lecture given to the entire class by a professor from the Practical Teaching Unit. The questionnaire, a multiple-choice test designed ad hoc by the researchers, will consist of 10 questions with four response options. Incorrect answers will not be penalized. The total possible score is 10 points. To prevent students from sharing exam content and to make memorization difficult, a bank of 30 questions has been created, from which different versions of the knowledge exam will be generated.
Self-Efficacy for learning clinical skills
Time frame: Immediately after the intervention
To measure the self-efficay with technical skills, the Learning Self-efficacy Scale for clinical skills (L-SES) was used. Developed by Kang et al. (2019), is a measurement instrument designed to understand the relationship between student self-efficacy and the practice of technical skills. This scale was developed under the framework of Bloom's Taxonomy and has been rigorously tested and validated in medical students. It demonstrated appropriate content validity indices (I-CVI = 0.88-1) and reliability (Cronbach's alpha of 0.931). Furthermore, results indicated that L-SES scores were not affected by gender (t = -0.049; 95% confidence interval [-,115; 0,109], p > 0.05). The L-SES comprises twelve items grouped into three distinct domains: cognitive, affective, and psychomotor. Responses are captured using a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree).
The engagement with learning
Time frame: Immediately after the intervention
The Learning Engagement Survey, developed by members of the Foundation for the Improvement of Postsecondary Education (U.S. Department of Education, 2003) is designed to measure students' self-perceived engagement with their learning during class. This survey consists of eight items grouped into two domains: Participation and Enjoyment. Responses are collected using a 5-point Likert scale (1 = strongly disagree; 2 = disagree; 3 = neither disagree nor agree; 4 = agree; 5 = strongly agree). The survey has demonstrated adequate validity and reliability, with an overall Cronbach's alpha of 0.881. The two subscales, Participation (five items) and Enjoyment (three items), yielded respective Cronbach's alpha values of 0.807 and 0.873 (Menenga et al., 2013).
Procedural skill
Time frame: Immediately after the intervention
To assess proficiency development in the procedural skill of urinary catheterization, students from both the intervention (peer-learning) and control (traditional teaching) groups were evaluated by an academic tutor. The tool developed was a 10-item rubric with a "yes/yes with changes/no" response format. The rubric underwent face and content validity with academic tutors. For consistency, the first six students were evaluated by two assessors, and any discrepancies were resolved by a third evaluator.
1 secondary outcome
General satisfaction
Time frame: Just after the intervention
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 29 Jun 2025.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
2 sites in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Educative: Peer-learning in people with Urinary Catheterization and Simulation Training, run by Marta Lizarbe at 2 sites in Spain.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 29 Jun 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 2 sites in Spain. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
General Knowledge (time frame: Immediatelly before and after the educative intervention.). The study lists 4 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 29 Jun 2025.