The goal of this randomized controlled trial is to evaluate the effectiveness of a peer-learning educational intervention for teaching procedural skills to second-year nursing students. The study aims to answer the following key questions: * Does the peer-learning intervention group gain equal or greater knowledge compared to those who learn by the traditional method? * Do students in the peer-learning intervention group demonstrate higher self-efficacy for learning? * Do students in the peer-learning intervention group demonstrate higher classroom engagement for learning? * Do students in the peer-learning intervention group demonstrate higher general satisfaction with their learning experience? Researchers will compare the peer-learning method with the traditional teaching methods to assess the acquisition of the procedural skill "urinary catheterization" in university nursing students. Participants will: * Attend a two-hour class to learn urinary catheterization. * Work with a guide and a peer for self-training. * Practice the procedural skills as many times as needed. * Be evaluated by a teacher.
Age range
18 Years
Sex
ALL
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The trial coordinator is the person who runs the study day to day. These cover the practical side — logistics, costs, and what taking part would actually mean for your life. The study team confirms whether you meet the criteria; these are questions to ask, not a sign you qualify.
A starting point for the conversation — always confirm anything about your own eligibility, costs, and care with the study team and your doctor.
General Knowledge
Timeframe: Immediatelly before and after the educative intervention.
Self-Efficacy for learning clinical skills
Timeframe: Immediately after the intervention
The engagement with learning
Timeframe: Immediately after the intervention
Procedural skill
Timeframe: Immediately after the intervention