University of Health Science Türkiye- Hamidiye Faculty of Nursing
Üsküdar, Istanbul, 34688, Turkey (Türkiye)
Location status: Recruiting
Recruiting
NCT Number: NCT07464496
The Impact of Pecha Kucha Pre-Lab Teaching on Students' Foley Catheterization Skills: A Randomized Controlled Study
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.
Recruiting
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Request InfoKey information
Conditions
Age range
18 year and older
Sex eligibility
All sexes
Study type
Interventional
Phase
Not applicable
Primary location
About this study
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.
Who can participate
Healthy volunteers accepted: Yes
Only the study team can determine whether someone qualifies for participation.
Inclusion criteria
Being a second-year nursing student enrolled in the "Fundamentals of Nursing" course with regular attendance.
Being 18 years of age or older. Volunteering and consenting to participate in the study. Not being a graduate of a Vocational School of Health Having no prior formal training or clinical experience regarding urinary catheterization skills.
Exclusion criteria
Declining to participate in the research. Requesting to withdraw from the study at any stage of the data collection process after initially providing consent.
Treatment and study plan
Pecha Kucha Educational Presentation
BehavioralA short Pecha Kucha presentation (20 slides × 20 seconds) delivered before laboratory practice to reinforce procedural knowledge.
Demonstration-Based Training
BehavioralInstructor demonstration of the procedure performed on a mannequin before laboratory practice.
No Additional Training
BehavioralStudents performed the laboratory procedure without receiving any additional pre-practice instruction.
Primary outcomes
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Skill Performance Scores
Time frame: Immediately after the intervention
Assessment of students' clinical skills on a full-size nursing manikin using the "Urinary Catheter Skill Assessment Checklist" (20 steps, max 100 points).
Secondary outcomes
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Procedure Completion Time
Time frame: During the skill performance assessment immediately after the intervention.
Total time (in minutes/seconds) taken by the student to complete the urinary catheterization procedure accurately from start to finish.
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Educational Satisfaction Level
Time frame: Immediately after the intervention.
Students' level of satisfaction with the assigned educational method
Other outcomes
-
Knowledge Level of Urinary Catheterization
Time frame: Change from baseline (pre-test) to immediately after the intervention (post-test 1) and 6 weeks later (post-test 2).
Evaluation of students' theoretical knowledge about indications, contraindications, and procedural steps using the "Urinary Catheter Application Knowledge Test" (20 multiple-choice questions).
Study contacts
Contact information is provided by the study sponsor or research team.
Sponsors and collaborators
Lead sponsor
Saglik Bilimleri Universitesi
Other
Registry information
Official study title
The Effect of Pre-Laboratory Information Using the Pecha Kucha Technique on Students' Knowledge Level, Skill Performance, Application Time in Foley Catheterization Training: A Randomized Controlled Study
Important dates
- Study start
- 2026
- Primary completion
- 2026
- Study completion
- 2026
- First posted
- Mar 11, 2026
- Registry last updated
- Mar 11, 2026
OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.
View the official ClinicalTrials.gov record (opens in a new tab)This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.