COMPARE THE EFFECTIVENESS OF GEORGE AND DOTO’S FIVE-STEP METHOD WITH THE TRADITIONAL SODOTO APPROACH IN TEACHING CLINICAL SKILLS TO NURSING STUDENTS

Abstract

Background: Effective teaching of clinical skills is essential for ensuring nursing students’ competence and patient safety. Traditional methods such as the See One, Do One, and Teach One (SODOTO) approach are commonly used but lack structured feedback and standardized skill breakdown. George and Doto’s Five-Step Method offers a systematic framework that may enhance skill acquisition and performance.

Objective: To compare the effectiveness of George and Doto’s Five-Step Method with the traditional SODOTO approach in teaching intramuscular (IM) injection skills to nursing students.

Methods: A quasi-experimental study was conducted at the Institute of Nursing Sciences, Sarhad University of Science and Information Technology, Peshawar. Forty second-year BSN students were divided into two groups: Group A (n = 20) was taught using George and Doto’s Five-Step Method, and Group B (n = 20) using the SODOTO approach. Students’ performance was assessed using a standardized 25-item IM injection checklist. Data were analyzed using descriptive statistics and an independent t-test.

Results: Students taught using George and Doto’s Five-Step Method achieved significantly higher mean performance scores (Mean = 21.00) compared to the SODOTO group (Mean = 18.70), with a statistically significant difference (p = 0.015).

Conclusion: George and Doto’s Five-Step Method is more effective than the SODOTO approach in teaching IM injection skills. Incorporating structured teaching strategies into nursing curricula may enhance clinical competency and improve educational outcomes.