Nursing EducationNCT07138612
The Effect of Peer Education in Urinary Catheterization
A study testing Peer education group in people with Nursing Education, run by Tarsus University at 1 site in Turkey (Türkiye).
Trial summary
This study aimed to evaluate the effects of peer education in urinary catheterization on students' skill levels, privacy awareness, anxiety, and satisfaction levels. Hypotheses: H1. Peer education in urinary catheterization increases students' skill levels. H2. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Nursing Education
- What is being tested?
- Peer education group
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 70 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 1 Mar 2025to 13 Jun 2025
- 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
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Volunteering to participate in the research
- Being 18 years of age or older
- Being a first year student
- Taking the Fundamentals of Nursing course for the first time
- Not being a student who came via horizontal or vertical transfer
- Not having received training on 'Urinary Catheterization'
- Not having been absent on the dates when the research data will be collected
Who cannot join
- Not volunteering to participate in the research
- Being under 18 years old
- Not being a first year student
- Being a student who came via horizontal or vertical transfer
- -- Having received training on 'Urinary Catheterization'
- Being a health vocational high school graduate
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effect of Peer Education in Urinary Catheterization on Students' Skill Levels, Privacy Awareness, Anxiety and Satisfaction Levels
This study aimed to evaluate the effects of peer education in urinary catheterization on students' skill levels, privacy awareness, anxiety, and satisfaction levels.
Hypotheses:
H1. Peer education in urinary catheterization increases students' skill levels. H2. Peer education in urinary catheterization increases students' privacy awareness.
H3. Peer education in urinary catheterization reduces students' anxiety levels. H4. Peer education in urinary catheterization increases students' satisfaction levels.
Read the detailed description
This study evaluated the effects of peer education on urinary catheterization on students' skill levels, privacy awareness, anxiety, and satisfaction. It was found that peer education increased students' urinary catheterization skills and privacy awareness, reduced anxiety levels, and enhanced satisfaction levels. Based on these results, it was suggested that using peer education in the teaching of other nursing practices could also increase nursing students' privacy awareness, reduce anxiety levels, and improve satisfaction levels. This educational method, particularly in a critically important nursing practice course, was expected to enhance students' knowledge and skills and improve learning retention. Furthermore, peer education made learning more enjoyable, which was anticipated to increase student engagement, motivation, and satisfaction. This study revealed a significant difference in how nursing students, and future nurses, interacted with patients and their families. This difference contributed to improved quality of patient care and positively affected patient and family satisfaction. Additionally, receiving positive feedback after nursing practices carried out with confidentiality awareness was found to increase employee satisfaction.
- Conditions
- Nursing Education
- Being tested
- Peer education group
- Keywords
- peer education, nursing education, nursing student
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Peer education groupBehavioural
Students will learn urinary catheterization through peer education.
| Study group | Role | What they receive |
|---|---|---|
| Peer Education Group | Experimental | Five peer educators will be randomly selected from among students who agree to participate in the study. Peer education will be provided 2 weeks before the implementation date. After students are randomly assigned to experimental and control groups, the experimental group will be divided into five subgroups. Each group consists of seven students. A peer educator will be assigned to lead each group. Before the implementation, students will complete the Sudent Information Form, the Urinary Catheterization Checklist, the Privacy Awareness Scale, and the State Anxiety Inventory (STAI-I). Peer educators will work with students in groups on a mock-up during the practical part of the theoretical course. The topic will be reinforced using a well-equipped mock-up. All students will complete the Urinary Catheterization Checklist, the Privacy Awareness Scale, and the State Anxiety Inventory (STAI-I) as a post-test. Additionally, students in the intervention group will complete the "Satisfaction Receives: Behavioral: Peer education group |
| Control Group | No intervention | Students will be randomly assigned to an experimental and control group, and then the control group will be divided into five subgroups. Each group will consist of seven students. Before the intervention, students will complete the Sudent Information Form, the Urinary Catheterization Checklist, the Privacy Awareness Inventory, and the State Anxiety Inventory (STAI-I). No intervention will be made. Students in the control group will receive their education in the traditional manner. The topic will be reinforced using a rigged mannequin. All students will take the Urinary Catheterization Checklist, the Privacy Awareness Inventory, and the State Anxiety Inventory (STAI-I) as a posttest. To assess the retention of learning, the Urinary Catheterization Checklist will be administered one week later as a posttest. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Student Information Form
It was prepared by the researcher by scanning the relevant literature and consists of 14 questions regarding the sociodemographic characteristics, personal information and peer education of the students participating in the study.
Measured: 10 minutes
Urinary Catheterization Checklist
This checklist was created by researchers with expertise in the field of nursing fundamentals (Göçmen Baykara et al., 2021). The "Urinary Catheterization Checklist" is a checklist systematically designed to evaluate urinary catheterization. The checklist is a 3-point Likert-type scale with markings of "incompletely implemented," "fully implemented," or "not implemented." Students will receive 2 points for fully implementing the practice step, 1 point for incomplete implementation, and 0 points for not implementing. No feedback will be given to students while administering the checklists to assess their skill levels. Feedback will be provided following the evaluation. All student evaluations will be conducted by the same instructor.
Measured: 20 minutes
Privacy Awareness Scale
It was developed by Tabata and Sato (2014) to measure privacy awareness in nursing students. The validity and reliability study of the scale in the Turkish language was conducted by Öztürk et al. (2019). Each item is a 5-point Likert-type scale with a score between 1 and 5. 1 represents "strongly disagree," 2 represents "disagree," 3 represents "undecided," 4 represents "agree," and 5 represents "strongly agree." The scale includes three subfactors: privacy awareness of oneself/behaviors to maintain privacy of self (4 items: 2, 4, 6, 10), privacy awareness for others (4 items: 1, 5, 8, 11), and behaviors to maintain privacy of others (3 items: 3, 7, 9), and contains a total of 11 items. The scale contains eight reverse-scored items (2, 4, 6, 10, 1, 5, 3, and 7). For each subscale, the scores from the items representing the subscale are summed, and the means are compared to evaluate the total score. The highest possible score is 55, and the lowest is 11. However, when the mean scores a
Measured: 10 minutes
State Anxiety Inventory (STAI-I)
The State Anxiety Inventory (STAI-I) was developed by Spielberger and colleagues (1970). It was adapted into Turkish by Öner and Le Compte (1998). The scale consists of 20 questions and measures how an individual feels at a specific moment and under a specific circumstance. The response options on the state anxiety scale are categorized into four classes: (1) Not at all, (2) A little, (3) A lot, and (4) Completely. The scale contains ten reversed statements: items 1, 2, 5, 8, 10, 11, 15, 16, 19, and 20. The fixed value for the State Anxiety Inventory is 50. The state anxiety score is obtained by subtracting the total score for reversed statements from the total score for direct statements and adding the predetermined fixed value. The fixed value for the State Anxiety Scale is 50. Theoretically, scores obtained on the State Anxiety Scale range from 20 to 80. In the evaluation of the scale, scores below 36 are considered to indicate no anxiety, between 37 and 42 to indicate mild anxiety
Measured: 10 minutes
Satisfaction Assessment with Peer Education
Students who received peer education were asked to give a score between 1 and 10 to determine their level of satisfaction with the education after the research. 1- not at all, 10- very much, and they were asked to give a full score.
Measured: 10 minutes
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted24 Aug 2025
- Study start1 Mar 2025
- Primary completion13 Jun 2025
- Study completion13 Jun 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Nursing EducationStudies 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
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind
- Who is masked
- Participant, Outcomes assessor
- Enrolment
- 70 participants (actual)
Sponsor and investigators
- Lead sponsor
- Tarsus University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Nadiye BARIŞ EREN, Tarsus University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07138612
- Sponsor's protocol ID
- TarsusU-NBARISEREN-006
- Status last verified
- Aug 2025
- First submitted
- 16 Aug 2025
- Last updated
- 24 Aug 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 24 Aug 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Peer Education in Urinary Catheterization on Students' Skill Levels, Privacy Awareness, Anxiety and Satisfaction Levels
- ClinicalTrials.gov ID
- NCT07138612
- Acronym / sponsor ID
- TarsusU-NBARISEREN-006
- Conditions
- Nursing Education
- Keywords
- peer education, nursing education, nursing student
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 70 participants (actual)
- Lead sponsor
- Tarsus UniversityUniversity, hospital or other
- Study start
- 1 Mar 2025 (actual)
- Primary completion
- 13 Jun 2025 (actual)
- Study completion
- 13 Jun 2025 (actual)
- First posted
- 24 Aug 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.
This study aimed to evaluate the effects of peer education in urinary catheterization on students' skill levels, privacy awareness, anxiety, and satisfaction levels.
Hypotheses:
H1. Peer education in urinary catheterization increases students' skill levels. H2. Peer education in urinary catheterization increases students' privacy awareness.
H3. Peer education in urinary catheterization reduces students' anxiety levels. H4. Peer education in urinary catheterization increases students' satisfaction levels.
Detailed description
This study evaluated the effects of peer education on urinary catheterization on students' skill levels, privacy awareness, anxiety, and satisfaction. It was found that peer education increased students' urinary catheterization skills and privacy awareness, reduced anxiety levels, and enhanced satisfaction levels. Based on these results, it was suggested that using peer education in the teaching of other nursing practices could also increase nursing students' privacy awareness, reduce anxiety levels, and improve satisfaction levels. This educational method, particularly in a critically important nursing practice course, was expected to enhance students' knowledge and skills and improve learning retention. Furthermore, peer education made learning more enjoyable, which was anticipated to increase student engagement, motivation, and satisfaction. This study revealed a significant difference in how nursing students, and future nurses, interacted with patients and their families. This difference contributed to improved quality of patient care and positively affected patient and family satisfaction. Additionally, receiving positive feedback after nursing practices carried out with confidentiality awareness was found to increase employee satisfaction.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Peer Education Group | Experimental | Behavioral: Peer education groupFive peer educators will be randomly selected from among students who agree to participate in the study. Peer education will be provided 2 weeks before the implementation date. After students are randomly assigned to experimental and control groups, the experimental group will be divided into five subgroups. Each group consists of seven students. A peer educator will be assigned to lead each group. Before the implementation, students will complete the Sudent Information Form, the Urinary Catheterization Checklist, the Privacy Awareness Scale, and the State Anxiety Inventory (STAI-I). Peer educators will work with students in groups on a mock-up during the practical part of the theoretical course. The topic will be reinforced using a well-equipped mock-up. All students will complete the Urinary Catheterization Checklist, the Privacy Awareness Scale, and the State Anxiety Inventory (STAI-I) as a post-test. Additionally, students in the intervention group will complete the "Satisfaction |
| Control Group | No intervention | –Students will be randomly assigned to an experimental and control group, and then the control group will be divided into five subgroups. Each group will consist of seven students. Before the intervention, students will complete the Sudent Information Form, the Urinary Catheterization Checklist, the Privacy Awareness Inventory, and the State Anxiety Inventory (STAI-I). No intervention will be made. Students in the control group will receive their education in the traditional manner. The topic will be reinforced using a rigged mannequin. All students will take the Urinary Catheterization Checklist, the Privacy Awareness Inventory, and the State Anxiety Inventory (STAI-I) as a posttest. To assess the retention of learning, the Urinary Catheterization Checklist will be administered one week later as a posttest. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (7 listed)
- Volunteering to participate in the research
- Being 18 years of age or older
- Being a first year student
- Taking the Fundamentals of Nursing course for the first time
- Not being a student who came via horizontal or vertical transfer
Key exclusion criteria (6 listed)
- Not volunteering to participate in the research
- Being under 18 years old
- Not being a first year student
- Being a student who came via horizontal or vertical transfer
- -- Having received training on 'Urinary Catheterization'
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 |
|---|---|---|
| Peer education groupStudents will learn urinary catheterization through peer education. | Behavioural | Peer Education Group |
Primary outcome
Student Information Form
Time frame: 10 minutes
It was prepared by the researcher by scanning the relevant literature and consists of 14 questions regarding the sociodemographic characteristics, personal information and peer education of the students participating in the study.
Urinary Catheterization Checklist
Time frame: 20 minutes
This checklist was created by researchers with expertise in the field of nursing fundamentals (Göçmen Baykara et al., 2021). The "Urinary Catheterization Checklist" is a checklist systematically designed to evaluate urinary catheterization. The checklist is a 3-point Likert-type scale with markings of "incompletely implemented," "fully implemented," or "not implemented." Students will receive 2 points for fully implementing the practice step, 1 point for incomplete implementation, and 0 points for not implementing. No feedback will be given to students while administering the checklists to assess their skill levels. Feedback will be provided following the evaluation. All student evaluations will be conducted by the same instructor.
Privacy Awareness Scale
Time frame: 10 minutes
It was developed by Tabata and Sato (2014) to measure privacy awareness in nursing students. The validity and reliability study of the scale in the Turkish language was conducted by Öztürk et al. (2019). Each item is a 5-point Likert-type scale with a score between 1 and 5. 1 represents "strongly disagree," 2 represents "disagree," 3 represents "undecided," 4 represents "agree," and 5 represents "strongly agree." The scale includes three subfactors: privacy awareness of oneself/behaviors to maintain privacy of self (4 items: 2, 4, 6, 10), privacy awareness for others (4 items: 1, 5, 8, 11), and behaviors to maintain privacy of others (3 items: 3, 7, 9), and contains a total of 11 items. The scale contains eight reverse-scored items (2, 4, 6, 10, 1, 5, 3, and 7). For each subscale, the scores from the items representing the subscale are summed, and the means are compared to evaluate the total score. The highest possible score is 55, and the lowest is 11. However, when the mean scores a
State Anxiety Inventory (STAI-I)
Time frame: 10 minutes
The State Anxiety Inventory (STAI-I) was developed by Spielberger and colleagues (1970). It was adapted into Turkish by Öner and Le Compte (1998). The scale consists of 20 questions and measures how an individual feels at a specific moment and under a specific circumstance. The response options on the state anxiety scale are categorized into four classes: (1) Not at all, (2) A little, (3) A lot, and (4) Completely. The scale contains ten reversed statements: items 1, 2, 5, 8, 10, 11, 15, 16, 19, and 20. The fixed value for the State Anxiety Inventory is 50. The state anxiety score is obtained by subtracting the total score for reversed statements from the total score for direct statements and adding the predetermined fixed value. The fixed value for the State Anxiety Scale is 50. Theoretically, scores obtained on the State Anxiety Scale range from 20 to 80. In the evaluation of the scale, scores below 36 are considered to indicate no anxiety, between 37 and 42 to indicate mild anxiety
Satisfaction Assessment with Peer Education
Time frame: 10 minutes
Students who received peer education were asked to give a score between 1 and 10 to determine their level of satisfaction with the education after the research. 1- not at all, 10- very much, and they were asked to give a full score.
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 24 Aug 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.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Peer education group in people with Nursing Education, run by Tarsus University at 1 site in Turkey (Türkiye).
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 7 inclusion and 6 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 24 Aug 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). 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?
Student Information Form (time frame: 10 minutes). The study lists 5 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 24 Aug 2025.