The effect of micro-teaching method on psychomotor skills, attitude, self-efficacy and perceived clinical stress of nursing students: Randomised controlled trial

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dc.contributor.authorKaplan, Feride
dc.contributor.authorAslan, Hakime
dc.date.accessioned2026-04-04T13:34:52Z
dc.date.available2026-04-04T13:34:52Z
dc.date.issued2025
dc.departmentİnönü Üniversitesi
dc.description.abstractAim: This study was conducted to evaluate the effect of the micro-teaching method on nursing students' psychomotor drug administration skills, attitudes towards clinical practice, self-efficacy and perceived clinical stress. Background: Micro teaching is a structured teaching technique that allows students to practice and receive feedback on specific skills. Despite its potential, limited evidence exists regarding its effect on psychomotor skills and stress in nursing education. Design: The study was conducted as a randomised controlled trial model. Methods: The study was conducted between September 2023 and January 2025 at Kahramanmaras, S & uuml;t & ccedil;& uuml; I(center dot)mam University, Afs, in School of Health, Department of Nursing in T & uuml;rkiye. The sample consisted of 61 students (experimental group = 30, control group = 31) determined by power analysis. The Skill Assessment Checklists for Drug Administration, the Nursing Students' Attitudes towards Clinical Practices Scale, the Academic Nurse Self-Efficacy Scale and the Nursing Students' Clinical Stressor Perceptions Scale were used to collect data. Results: It was found that the increase in psychomotor skills, positive attitude towards clinical practice, academic self-efficacy scores of students in the experimental group was higher than the control group and their perceived clinical stress was lower than the control group (p < 0.05). Conclusion: It was found that micro-teaching method positively affected psychomotor skills, attitudes towards clinical practice, self-efficacy of nursing students and reduced their perceived clinical stress. Based on these positive results, it is recommended that the microteaching method be integrated into nursing curricula and its use be widespread.
dc.identifier.doi10.1016/j.nepr.2025.104519
dc.identifier.issn1471-5953
dc.identifier.issn1873-5223
dc.identifier.pmid40840078
dc.identifier.scopus2-s2.0-105013664295
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.nepr.2025.104519
dc.identifier.urihttps://hdl.handle.net/11616/109458
dc.identifier.volume87
dc.identifier.wosWOS:001560900000001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherElsevier Sci Ltd
dc.relation.ispartofNurse Education in Practice
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250329
dc.subjectAttitude
dc.subjectClinical stress
dc.subjectMicroteaching
dc.subjectNursing students
dc.subjectPsychomotor skills
dc.subjectSelf-efficacy
dc.titleThe effect of micro-teaching method on psychomotor skills, attitude, self-efficacy and perceived clinical stress of nursing students: Randomised controlled trial
dc.typeArticle

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