The Effect of Peer Education in Urinary Catheterization

Primary outcomes

1. 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.

2. 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.

3. 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

4. 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

5. 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.