Peyton Model In Midwifery Prenatal Education

The Effect Of Prenatal Care Training Using The Peyton Model On Midwifery Students' Knowledge, Skills, Self-Efficacy, Anxiety, And Satisfaction Levels

In this study, conducted with 64 students from the Gülhane Midwifery Department, the impact of the Peyton model on prenatal examination training was investigated. The students, randomly assigned to two groups, received theoretical and skills training; their knowledge, skills (blind assessor), self-efficacy, anxiety, and satisfaction levels were measured in laboratory and clinical settings 1 and 8 weeks after the training.

Study Overview

• Status: Completed
• Conditions: Anxiety; Prenatal Care; Midwifery Education; Clinical Self-Efficacy
• Intervention / Treatment: Other: Peyton Model Training; Other: Standard Training

Detailed Description

This thesis study included 64 second-year students enrolled in the Midwifery Department at the Gülhane Faculty of Health Sciences, University of Health Sciences, who had not previously received any training in prenatal care. The participating students were asked to complete the "Student Demographic Information Form," the "Prenatal Examination Knowledge Test," and the "Clinical Performance Self-Efficacy Scale." The students were randomly assigned to two groups: the Peyton Group and the Standard Group. Both groups first received theoretical instruction in a classroom setting, followed by skill training tailored to their respective groups in a laboratory setting one week later. One week after the completion of both theoretical and practical training, the students were invited to the laboratory for the initial assessment. At this stage, participants were asked to complete the "Prenatal Examination Knowledge Test," the "Clinical Performance Self-Efficacy Scale," and the "State Anxiety Inventory" prior to the practical assessment. Practical skills were assessed by a blind evaluator through observation using the "Prenatal Examination Skills Checklist" on a mannequin. Eight weeks after the initial assessment, students were invited to the Prenatal Care Clinic at Gülhane Training and Research Hospital for the clinical practice assessment. Prior to the clinical evaluation, the students were asked to complete the "State Anxiety Inventory." The clinical prenatal examination was evaluated in the same manner by a blind evaluator using the "Prenatal Examination Skills Checklist." At the conclusion of the study, the students were asked to complete the "Satisfaction Survey on Teaching Methods" to determine their opinions regarding the teaching methods employed.

• Study Type: Interventional
• Enrollment (Actual): 64
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Turkey (Türkiye)
  • keçiören
    • Ankara, keçiören, Turkey (Türkiye), 06010
      • University of Health Sciences, Gulhane Faculty of Health Sciences, Department of Midwifery

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child; Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Students who have successfully completed the required first-year courses in the curriculum,
• Students who have not previously performed or observed a prenatal examination,
• Students who volunteer to participate in the study will be included in the study.

Exclusion Criteria:

• Students who had a medical certificate or were on leave during the period the study was conducted,
• Students who previously took the "Normal Pregnancy Process" and "High-Risk Pregnancies" courses and failed them,
• Graduates of a health vocational high school,
• Students with a diagnosed psychological disorder, those experiencing anxiety, or those taking medication for psychiatric treatment will not be included in the study.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Health Services Research
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Double

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Peyton Group; Midwifery students receiving prenatal care training based on the Peyton Model	Other: Peyton Model Training; A four-step instructional method (Demonstration, Deconstruction, Comprehension, and Performance)
Active Comparator: Standart Group; Midwifery students receiving standard prenatal care training	Other: Standard Training; Traditional lecture and demonstration-based training

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Prenatal Examination Skill Scores	The Prenatal Care Skills Checklist was developed by the researchers and consists of 84 items within 4 subscales (Communication, History Taking, Physical Examination, and Evaluation/Planning/Documentation). The checklist uses a 2-point Likert scale and is evaluated on a 100-point system, where higher scores indicate an increased level of skill. Its content validity was validated by CVI.	1 week and 8 weeks post-training

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Clinical Performance Self-Efficacy Scale	The Self-Efficacy in Clinical Performance Scale (SECPS) was developed by Cheraghi et al. (2009) and adapted into Turkish by Pozam and Zaybak (2013). It consists of 37 items and 4 subscales (Data Collection, Nursing Diagnosis/Planning, Implementation, and Evaluation). The scale uses an 11-point Likert-type format ranging from 0% to 100%. Evaluation is based on mean item scores (0-100), where higher scores indicate an increased level of clinical self-efficacy. The Cronbach's alpha coefficient was .98	Before training, 1 week and 8 week post-training
State Anxiety Levels	The State-Trait Anxiety Inventory (STAI-S) was developed by Spielberger (1970) and adapted into Turkish by Öner and Le Compte (1983). For this study, the State Anxiety subscale (STAI-S) is used, consisting of 20 items that evaluate the individual's anxiety level at a specific moment. It is scored on a 4-point Likert scale, with total scores ranging from 20 to 80. Higher scores indicate an increased level of anxiety. The Cronbach's alpha coefficient for this subscale ranges from 0.94 to 0.96.	1 week and 8 weeks post-training
Prenatal Care Knowledge Scores	The Knowledge Test, developed by the researchers, consists of 25 items. Total scores range from 0 to 100, where higher scores indicate greater knowledge levels. The content validity was confirmed by experts using the Content Validity Index (CVI).	Before training, 1 week and 8 week post-training
Satisfaction with Teaching Methods	The Educational Methods Satisfaction Questionnaire, developed by Gürpınar (2005), aims to evaluate participants' satisfaction with the educational method. It consists of 16 items scored on a 5-point Likert scale (1: Strongly disagree - 5: Strongly agree). The total score ranges from 16 to 80, where higher scores indicate an increased level of satisfaction. The internal consistency of the scale was validated with a Cronbach's alpha of 0.84.	8 weeks post-training (at the end of the study)

Collaborators and Investigators

• Sponsor: Saglik Bilimleri Universitesi
• Investigators: Principal Investigator: Nazan Karahan, Professor, Ph.D., Saglik Bilimleri Universitesi

Publications and helpful links

General Publications

• Heriwardito A,Ramlan AAW,Basith A,Aristya L
• Zhang X,Sun Z,Lan Q,Xu M,Guo X,Wei B
• Matschl J,Plöger R,Wittek A,Walter A,Gembruch U,Strizek B,Recker F
• Cenaj D,Schulte-Uentrop L,Laura Kröger LF,Küllmei J,Haus JM,Moll-Khosrawi P
• Balafoutas D,Joukhadar R,Kiesel M,Häusler S,Loeb S,Woeckel A,Herr D
• Dasci S,Schrem H,Oldhafer F,Beetz O,Kleine-Döpke D,Vondran F,Beneke J,Sarisin A,Ramackers W
• Leitmann A,Reinert S,Weise H
• Smith CJ,Rohlfsen C,Wardian J,Sahak K
• Schmidt M,Schauwinhold MT,Loeffler LAK,Klasen M,Lambert SI,Sopka S,Vogt L
• Abbasi M,Taghadosi M,Atoof F,Hosseiniara R
• Briones-Zamora KH,Briones-Claudett KH,Díaz Mora P,Berrus Zhumi E,Polanco Montero A,Serrano Torres WE,Benites Solis J,Briones-Zamora AD,Briones-Marquez DC
• Breunig M,Kingsley R,Schroeder D,Kraus J,Plooster C,Galush T,Boldenow L,Ragaisis T,Regan H,Schouten WM,Shafay R,Issa M,T Kashiwagi D
• Giacomino K,Caliesch R,Sattelmayer KM
• Sahin M, Dogu O. The effect of Halsted and Peyton teaching approaches on objective performance, self-regulated learning and satisfaction in nursing skills education: A randomized controlled trial. Nurse Educ Pract. 2026 Jan 27;92:104726. doi: 10.1016/j.nepr.2026.104726. Online ahead of print.

Study record dates

Study Major Dates

• Study Start (Actual): December 4, 2025
• Primary Completion (Actual): December 26, 2025
• Study Completion (Actual): February 20, 2026

Study Registration Dates

• First Submitted: April 1, 2026
• First Submitted That Met QC Criteria: April 8, 2026
• First Posted (Actual): April 15, 2026

Study Record Updates

• Last Update Posted (Actual): April 15, 2026
• Last Update Submitted That Met QC Criteria: April 8, 2026
• Last Verified: April 1, 2026

More Information

Terms related to this study

• Keywords: Prenatal Care; Peyton Model; Midwifery Education
• Additional Relevant MeSH Terms: Mental Disorders; Anxiety Disorders
• Other Study ID Numbers: SBU-EBE-GA-01

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No