The Impact of Pecha Kucha Pre-Lab Teaching on Students' Foley Catheterization Skills: A Randomized Controlled Study

Urinary Catheterization, Nursing Education

Urinary Catheterization , Nursing Education, pecha kucha

Urinary catheterization is a common nursing procedure used to drain urine from the bladder. When performed with the correct indications and sterile technique, it can help protect a patient's health. However, errors during catheter insertion may lead to serious complications, especially catheter-associated urinary tract infections (CAUTIs). These infections are among the most common hospital-acquired infections and can increase hospital stay, health care costs, and complications for patients. Therefore, it is important for nursing students to learn this procedure safely and correctly. Traditional nursing education usually includes a lecture followed by a demonstration by an instructor. Students then practice the procedure themselves. However, new teaching approaches may help students learn complex clinical skills more effectively. Pecha Kucha is a short and structured presentation format. It includes 20 slides that automatically change every 20 seconds, and the presentation lasts 6 minutes and 40 seconds. This format encourages concise explanations and helps keep the audience focused. This study aims to compare a Pecha Kucha-based educational module with traditional teaching in urinary catheterization training for nursing students. Researchers will examine whether the Pecha Kucha method improves students' knowledge, skill performance, procedure time, and satisfaction with the training. The findings may help educators develop more effective and engaging teaching strategies for clinical skills education in nursing.

All students first attended a theoretical course that included a lecture and an instructional video demonstrating the procedure. After the theoretical session, students were provided with reference textbooks and example videos to review and study independently at home. One week later, before the laboratory practice session, the students were divided into three groups and received different preparatory instructions in the laboratory setting. The first group received a brief training session delivered using the Pecha Kucha presentation format. The second group received traditional instruction in which the procedure was demonstrated on a mannequin. The third group did not receive any additional demonstration in the laboratory and were expected to perform the procedure based only on the video they had previously watched.

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Turkey (Türkiye)