Innovative Teaching Method: Evaluating Peyton's Four-Step Approach for Intravenous Cannulation Skills in Nursing

Background: This study compared the effectiveness of the Peyton four-step approach, an innovative training method, with the conventional method for acquiring peripheral intravenous cannulation (IV cannulation) skills in first-year nursing students.Methods: A quasi-experimental design with ۱۶ randomly allocated students (case: n=۸, control: n=۸) was used. The case group received Peyton's approach in two ۱۸۰-minute sessions over ۲ weeks, while the control group received conventional training. Data on demographics, learning styles, self-efficacy, and IV cannulation skills were collected before and after the intervention.Results: Both groups were similar in baseline characteristics. The Peyton approach significantly improved learning scores (p<۰.۰۱), reduced average IV cannulation time, and increased successful attempts compared to the conventional method. No significant difference was found in general self-efficacy (p=۰.۰۴۱۹). Students in the case group showed significantly higher acceptance of the Peyton approach (p=۰.۰۳۹).Conclusion: The Peyton four-step approach is a more effective method for teaching peripheral intravenous cannulation compared to the traditional method. This approach has the potential to improve student learning and patient care. Further research is needed to explore its advantages and disadvantages in diverse educational settings.

کلیدواژه ها:

Nursing education ، Peyton approach ، intravenous cannulation ، self-efficacy ، learning