EFFECT OF SKILL-STATION TRAINING ON URINARY CATHETERIZATION SKILLS AMONG NURSING STUDENTS: A QUASI-EXPERIMENTAL STUDY

Abstract

Introduction: Urinary catheterization is an important clinical nursing procedure that requires adequate theoretical knowledge, psychomotor skills, and strict adherence to aseptic principles. Nursing students may have limited opportunities for repeated supervised practice in clinical settings, which can affect their confidence and competence. Skill-station teaching provides a structured simulation-based learning environment in which students can observe demonstrations, perform the procedure, receive immediate feedback, and repeat the skill under supervision. This study evaluated the effectiveness of a skill-station teaching programme on knowledge and practice regarding urinary catheterization among nursing students. Materials and Methods: A quantitative evaluative approach using a quasi-experimental one-group pre-test–post-test design was adopted. One hundred second-year B.Sc. Nursing students were selected by simple random sampling from selected nursing colleges in the Sangli, Miraj, and Kupwad Corporation area. Data were collected using a demographic proforma, a structured knowledge questionnaire, and an observational practice checklist. A structured 45-minute skill-station teaching session on urinary catheterization was conducted following the pre-test. The post-test assessment was conducted on the eighth day. Data were analyzed using frequency, percentage, mean, standard deviation, and paired t-test. Results: The mean knowledge score increased from 8.94 in the pre-test to 11.86 in the post-test. The observed improvement was statistically significant (paired t = 28.31, df = 99, p < 0.00001). Similarly, the mean practice score increased from 16.27 to 19.36, showing a statistically significant improvement following the intervention (paired t = 21.52, df = 99, p < 0.00001). Conclusion: The findings indicate a significant improvement in both knowledge and practice regarding urinary catheterization following the skill-station teaching programme. Structured, supervised, and practice-oriented skill-station teaching may be a useful approach for strengthening clinical competencies among nursing students. Incorporating such simulation-based learning activities into nursing education may help bridge the gap between theoretical learning and clinical practice.