The experimental group students attended the course in accordance with the routine procedures but in the laboratory practice, sterile urinary catheter application was taught to the students according to Peyton's 4-step approach.

In the first stage of the method, students were only asked to watch the researcher demonstrate the application.

In the second step, the sterile urinary catheterization process was demonstrated a second time by the researcher, with each step explained in detail.

In the third step, the students were asked to give guidance and repeat the steps while the researcher applied the application for the third time.

In the fourth step, each student was asked to perform the application individually without any help.

The control group students attended the course in accordance with the routine procedures, students were taught how to apply sterile urinary catheter using the Halsted method (see one and do it), which is traditionally used in laboratory practice.

The same procedures were applied to the students in the experimental group as the students in the control group, except for laboratory applications. Students were asked to watch the video contents after the theoretical course, and in the laboratory practice, sterile urinary catheter application was taught to the students according to Peyton's 4-step approach. Before the skill demonstration, students were given information about the research. Students were given 15-20 minutes to fill out the voluntary consent form and the urinary catheterization success pre-test. Students were taught the sterile urinary catheter procedure in accordance with Peyton's 4-step approach.The research was conducted on the days and hours of the students' laboratory days. The data collection phase of the research took 3 weeks in total.

It was used to measure to what extent the student learned the skill after the skill laboratory training. It is a list consisting of 40 items containing skill check steps for urinary catheterization and used by the researcher during the evaluation phase of the student with the Objective Structured Clinical Examination (OSCE) method. While preparing the list, a literature review was conducted, existing laboratory application books were used, and expert opinions were taken. Content validity indexes were calculated using the Davis Technique.

To determine the students' knowledge level on the subject before the laboratory application, their knowledge level on the subject to be taught was measured by testing before and after the application. The test was re-evaluated before and after application. In the preparation of the success pre- and post-tests, questions were prepared by reviewing the literature on the subject and taking expert opinions. The application of urinary catheterization was created from 20 questions involving laboratory skills and expert opinions were taken