The effect of micro-teaching method on psychomotor skills, attitude, self-efficacy and perceived clinical stress of
1Department of Medical Services and Techniques, Goksun Vocational School, Kahramanmaras Sutcu Imam University, Kahramanmaras, Türkiye.
Aim:
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 Kahramanmaraş Sütçü İmam University, Afşin School of Health, Department of Nursing in Türkiye. 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.
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