Telegram as a tool for nursing laboratory practice for undergraduates: Peyton’s 4-step approach

Submitted: 13 November 2023
Accepted: 21 March 2024
Published: 18 April 2024
Abstract Views: 364
PDF: 78
Publisher's note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Authors

Nursing education must undergo a digital transformation due to the COVID-19 pandemic. Nursing laboratory practices should be conducted virtually using suitable media and methods. This study aimed to assess the impact of Laboratory Learning with Peyton's 4-step approach through the social media platform Telegram on the bathing skills of nursing students. The research followed a quasi-experimental design with a pre-post approach and included a control group. The sample consisted of 60 nursing undergraduate students divided into treatment and control groups. The treatment group received a learning intervention using Peyton's 4-Step method via Telegram, while the control group was provided with a learning video. Instruments used included questionnaires and observation sheets developed by the researcher based on bathing skill procedures. The analyses employed the Mann-Whitney test and independent t-test, with a significance value set at <0.05. Peyton's approach via Telegram demonstrated a significant increase in students' knowledge (p=0.009) and skills (p=0.002) in bathing patients. Respondent characteristics, including gender, age, and school of origin, did not influence the results of the respondents' knowledge and skills in bathing patients (p>0.05). In conclusion, nursing education with Peyton's 4-step approach via Telegram offers an accessible platform for lecturers and students to engage in online discussions. Education can be conducted flexibly, anywhere, and anytime, with Telegram being a user-friendly social media platform.

Dimensions

Altmetric

PlumX Metrics

Downloads

Download data is not yet available.

Citations

Nugraha D, Salamah S, Luke K, et al. Evaluation of health-related quality of life and mental health in 729 medical students in Indonesia during the COVID-19 pandemic. Med Sci Monit 2023;29:e938892. DOI: https://doi.org/10.12659/MSM.938892
Nurlinawati I, Sumiarsih M, Andarwati P, et al. Determinants of risk factors for COVID-19 transmission in densely populated areas: insights from the first wave of the pandemic. Electron J Gen Med 2023;20. DOI: https://doi.org/10.29333/ejgm/13520
Lee H-F, Hsu H-C, Efendi F, et al. Burnout, resilience, and empowerment among COVID-19 survivor nurses in Indonesia. PLoS One 2023;18:e0291073. DOI: https://doi.org/10.1371/journal.pone.0291073
Arini SY, Alayyannur PA, Haqi DN, et al. Factors contribute to job stress among Indonesian lecturers working from home during pandemic. Indones J Occup Saf Heal 2023;12:329-36. DOI: https://doi.org/10.20473/ijosh.v12i3.2023.329-336
Dhawan S. Online learning: a panacea in the time of COVID-19 crisis. J Educat Technol Systems 2020;49:5-22. DOI: https://doi.org/10.1177/0047239520934018
Lestiyanawati R, Widyantoro A. The strategies and problems faced by Indonesian teachers in conducting e-learning during COVID-19 outbreak. CLLiENT (Culture, Lit Linguist English Teaching). 2020;2:71-82. DOI: https://doi.org/10.32699/cllient.v2i1.1271
Putri NK, Melania MKN, Fatmawati SMY, Lim YC. How does the work-life balance impact stress on primary healthcare workers during the COVID-19 pandemic? BMC Health Serv Res 2023;23:1-12. DOI: https://doi.org/10.1186/s12913-023-09677-0
Pandango GC, Suryawan A, Irmawati M. The effect of school closure and online learning during the COVID-19 pandemic on the academic performance of elementary school-aged children. Bali Med J 2023;12:1362-7.
Agustini NLPIB, Nursalam, Sukartini T, Rismawan M, et al. Andragogy learning and the associated factors among nursing students in online palliative class during the COVID -19 pandemic. J Pak Med Assoc 2023;73:S50-3. DOI: https://doi.org/10.47391/JPMA.Ind-S2-12
Abdul-Mumin KH, Chung YF, Awang-Mohamad-Zaini ZH. Navigating the new normal: infection prevention and control strategies post-COVID-19. J Ners 2023;15:101028. DOI: https://doi.org/10.20473/jn.v18i3.49407
Firman F, Rahayu S. Pembelajaran Online di Tengah Pandemi Covid-19. Indones J Educ Sci. 2020;2:81-9. DOI: https://doi.org/10.31605/ijes.v2i2.659
Hidayat N, Afdholy N, Arifani Y. The effectiveness and challenges of online teaching of EFL teachers in the COVID-19 crisis. Int J Humanit Educ 2024;22:95-114. DOI: https://doi.org/10.18848/2327-0063/CGP/v22i01/95-114
Alfian R, Athiyah U, Nita Y. Social media health interventions to improve diabetes mellitus patient outcome: a systematic review. J Basic Clin Physiol Pharmacol 2021;32:297-304. DOI: https://doi.org/10.1515/jbcpp-2020-0501
Barrett D. Impact of COVID-19 on nursing students: what does the evidence tell us? Evid Based Nurs 2022;25:37. DOI: https://doi.org/10.1136/ebnurs-2022-103533
Reimers F, Schleicher A, Saavedra J, Tuominen S. Supporting the continuation of teaching and learning during the COVID-19 pandemic. 2020. Available from: https://globaled.gse.harvard.edu/files/geii/files/supporting-the-continuation-of-teaching-and-learning-during-the-covid-19-pandemic.pdf
Romadhon MS, Rahma A, Wirani Y. Blended learning system using social media for college student: a case of Tahsin Education. Procedia Comput Sci 2019;161:160-7. DOI: https://doi.org/10.1016/j.procs.2019.11.111
Soon MKS, Martinengo L, Lu J, et al. The use of Telegram in surgical education: exploratory study. JMIR Med Educ 2022;8. DOI: https://doi.org/10.2196/35983
Pendidikan J, Pelajaran M, Jasmani P, et al. Development of electronic module class xi of jasmani, sports and health education class Xi Online Based Edmodo Programs. J Pendidik Teor Penelitian, dan Pengemb 2017;2:121-9.
Sari IP, Sundari S. The application of learning videos to clinical skills in nursing education. J Pendidik KEPERAWATAN Indones 2019;5:34-41.
Khan H. An adaptation of Peyton’s 4-stage approach to deliver clinical skills teaching remotely. MedEdPublish 2020;9:73. DOI: https://doi.org/10.15694/mep.2020.000073.1
Ahmed FR, Morsi SR, Mostafa HM. Effect of Peyton’ s four step approach on skill acquisition, self-confidence and self-satisfaction among critical care nursing. J Nurs Heal Sci 2018;7:38-47.
Giacomino K, Caliesch R, Sattelmayer KM. The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: a systematic review and meta-analysis with integrated meta-regression. PeerJ 2020;8. DOI: https://doi.org/10.7717/peerj.10129
Krautter M, Dittrich R, Safi A, et al. Peyton’s four-step approach: differential effects of single instructional steps on procedural and memory performance - a clarification study. Adv Med Educ Pract 2015;6:399-406. DOI: https://doi.org/10.2147/AMEP.S81923
Qowi NH, Suratmi S, Faridah VN, et al. The effect of online learning on student satisfaction in nursing education during the COVID-19 pandemic. J Ners 2022;17:115-20. DOI: https://doi.org/10.20473/jn.v17i2.34567
Tuominen R, Stolt M, Salminen L. Social media in nursing education: the view of the students. Educ Res Int 2014;2014:1-6. DOI: https://doi.org/10.1155/2014/929245
Agina Widyaswara Suwaryo P, Yuwono P, Studi Keperawatan P, et al. Factors that affect the level of community knowledge in mitigating landslide natural disasters. URECOL 2017;305-14.
Lopez V, Cleary M. Using social media in nursing education: an emerging teaching tool. Issues Ment Health Nurs 2018;39:616-9. DOI: https://doi.org/10.1080/01612840.2018.1494990
Myers JG, Myers SM. The current use of social media in undergraduate nursing education: a review of the literature. Comput Inform Nurs 2017;35:338-44. DOI: https://doi.org/10.1097/CIN.0000000000000342
Alzain Z, Alfayez A, Alsalman D, et al. The role of social media in the training and continuing education of healthcare professionals in Eastern Saudi Arabia. Informatics Med Unlocked 2021;24:100587. DOI: https://doi.org/10.1016/j.imu.2021.100587
Lahti M, Haapaniemi-Kahala H, Salminen L. Use of social media by nurse educator students: an exploratory survey. Open Nurs J 2017;11:26. DOI: https://doi.org/10.2174/1874434601711010026
Duke VJA, Anstey A, Carter S, et al. Social media in nurse education: utilization and e-professionalism. Nurse Educ Today 2017;57:8-13. DOI: https://doi.org/10.1016/j.nedt.2017.06.009
Wahila R, Mwape L, Lyambai K, et al. Use of social media to support nursing students’ learning in Zambia. Creat Educ 2018;9:1237-51. DOI: https://doi.org/10.4236/ce.2018.98092
Isik B, Jallad ST. The potential of social media and nursing education: e-professionalism, nurse educator-learner role, benefits and risks. New Trends Issues Proc Adv Pure Appl Sci 2019;11:30-8. DOI: https://doi.org/10.18844/gjpaas.v0i11.4310
Babajani-Vafsi S, Nouri JM, Ebadi A, Zolfaghari M. Factors influencing the participation of nurses in knowledge-sharing within mobile instant messaging based virtual communities of practice: a qualitative content analysis. Adv Med Educ Pract 2019;10:897-905. DOI: https://doi.org/10.2147/AMEP.S222779
Schmitt TL, Sims-Giddens SS, Booth RG. Social media use in nursing education. Online J Issues Nurs 2012;17. DOI: https://doi.org/10.3912/OJIN.Vol17No03Man02
Iqbal MZ, Alradhi HI, Alhumaidi ASA, et al. Telegram as a tool to supplement online medical education during COVID-19 crisis. Acta Inform Med 2020;28:94-7. DOI: https://doi.org/10.5455/aim.2020.28.94-97
Prokopyev MS, Kostikova NA, Kuzin ZS, et al. The technology of using Telegram messenger as an e-learning tool. LAPLAGE EM Rev 2021;7:229-38. DOI: https://doi.org/10.24115/S2446-622020217Extra-C1007p.229-238
Ghaffari M, Rakhshanderou S, Mehrabi Y, Tizvir A. Using social network of Telegram for education on continued breastfeeding and complementary feeding of children among mothers: a successful experience from Iran. Int J Pediatr 2017;5:5275-86.

How to Cite

Andrayani, L. W., Rusmini, R., & Hariawan, H. (2024). Telegram as a tool for nursing laboratory practice for undergraduates: Peyton’s 4-step approach. Healthcare in Low-Resource Settings, 12(3). https://doi.org/10.4081/hls.2024.12075