Effect of Applying Modified Peyton's Four-Step Approach versus Traditional Learning on Pediatric Nursing Students' Gavage Feeding Performance

Abstract

Background: Gavage feeding (GF) is a regular pediatric nursing procedure, but inappropriate insertion can hurt patients. Purpose: To assess the effect of applying modified Peyton's four-step approach versus traditional learning on pediatric nursing students' gavage feeding performance. Setting: The study was conducted at the pediatric nursing laboratories, Faculty of Nursing, Menoufia University. Sampling: During the second semester of the 2022–2023 academic year, 300 pediatric nursing students were randomly assigned into "study and control" groups. Instruments: Three instruments were used (pediatric nursing student's knowledge regards gavage feeding, observational checklist for gavage feeding performance, modified Peyton’s four-step approach tutors' satisfaction assessment scale). Results: The study showed that the students' mean knowledge scores were higher after the intervention (21.05 ±1.06) than before (7.19± 1.82). Additionally, there was a very highly significant difference (P<0.001) between the mean scores of pediatric nursing students' performance on pre- and post-test as regards to nasogastric tube insertion. Conclusion Pediatric nursing students' who received educational preparation via application of Peyton's four-step approach had higher level of knowledge and performance of gavage feeding than those who learnt through the traditional method Recommendation: Utilizing Peyton' as a teaching approach can be followed in teaching students nursing nasogastric tube feeding