In this study, conducted with 64 students from the Gülhane Midwifery Department, the impact of the Peyton model on prenatal examination training was investigated. The students, randomly assigned to two groups, received theoretical and skills training; their knowledge, skills (blind assessor), self-efficacy, anxiety, and satisfaction levels were measured in laboratory and clinical settings 1 and 8 weeks after the training.

This thesis study included 64 second-year students enrolled in the Midwifery Department at the Gülhane Faculty of Health Sciences, University of Health Sciences, who had not previously received any training in prenatal care. The participating students were asked to complete the "Student Demographic Information Form," the "Prenatal Examination Knowledge Test," and the "Clinical Performance Self-Efficacy Scale." The students were randomly assigned to two groups: the Peyton Group and the Standard Group. Both groups first received theoretical instruction in a classroom setting, followed by skill training tailored to their respective groups in a laboratory setting one week later. One week after the completion of both theoretical and practical training, the students were invited to the laboratory for the initial assessment. At this stage, participants were asked to complete the "Prenatal Examination Knowledge Test," the "Clinical Performance Self-Efficacy Scale," and the "State Anxiety Inventory" prior to the practical assessment. Practical skills were assessed by a blind evaluator through observation using the "Prenatal Examination Skills Checklist" on a mannequin. Eight weeks after the initial assessment, students were invited to the Prenatal Care Clinic at Gülhane Training and Research Hospital for the clinical practice assessment. Prior to the clinical evaluation, the students were asked to complete the "State Anxiety Inventory." The clinical prenatal examination was evaluated in the same manner by a blind evaluator using the "Prenatal Examination Skills Checklist." At the conclusion of the study, the students were asked to complete the "Satisfaction Survey on Teaching Methods" to determine their opinions regarding the teaching methods employed.

Inclusion Criteria:

• Students who have successfully completed the required first-year courses in the curriculum,
• Students who have not previously performed or observed a prenatal examination,
• Students who volunteer to participate in the study will be included in the study.

Exclusion Criteria:

• Students who had a medical certificate or were on leave during the period the study was conducted,
• Students who previously took the "Normal Pregnancy Process" and "High-Risk Pregnancies" courses and failed them,
• Graduates of a health vocational high school,
• Students with a diagnosed psychological disorder, those experiencing anxiety, or those taking medication for psychiatric treatment will not be included in the study.

In Turkey, according to national regulations, only female students are admitted to midwifery undergraduate programs. Therefore, the study population consists only of female students

Statistician