Impact of Innovation Workshop-Integrated Outcome-Based Education on Critical Thinking and Innovation Skills Among Nursing Students: A Mixed-Methods Study

July 14, 2026 updated by: Merve Tuncer, Istanbul University

This mixed-methods study aims to evaluate the effectiveness of workshop-integrated Outcome-Based Education (OBE) implemented within a Project Planning Course on nursing students' critical thinking motivation and individual innovativeness. The intervention combines outcome-oriented learning objectives with innovation-focused workshop activities, enabling students to develop research projects or patent/utility model proposals through collaborative and experiential learning.

A total of 50 third-year nursing students will participate in the study. Students enrolled in the Project Planning Course will form the intervention group, while students taking other elective courses will serve as the control group. Quantitative data will be collected before and after the course using validated measures of critical thinking motivation and individual innovativeness. In addition, semi-structured interviews will be conducted with students in the intervention group to explore their experiences and perceptions of the workshop-based learning process.

The findings are expected to provide evidence on the effectiveness of innovation workshop-integrated Outcome-Based Education in fostering critical thinking, innovation skills, and professional development among nursing students.

Study Overview

Status

Completed

Conditions

Intervention / Treatment

Detailed Description

Nursing education is increasingly expected to prepare graduates who can think critically, solve complex healthcare problems, and develop innovative solutions in rapidly evolving clinical environments. Outcome-Based Education (OBE) has emerged as an educational framework that focuses on achieving predefined learning outcomes and developing competencies required for professional practice. In parallel, workshop-based learning approaches promote active participation, collaborative problem-solving, and experiential learning.

Within nursing education, project planning courses offer opportunities for students to transform theoretical knowledge into practical outputs through research development and innovation-oriented activities. However, evidence regarding the effectiveness of integrating workshop-based learning with Outcome-Based Education in improving critical thinking and innovation skills among nursing students remains limited.

This study evaluates an educational model that combines OBE principles with innovation-focused workshop activities in a Project Planning Course. Throughout the course, students participate in structured learning activities involving project development, evidence-based nursing, research methodology, innovation, technology readiness assessment, and patent/utility model development. Working in small groups under faculty supervision, students identify real-world healthcare problems and develop feasible research or innovation proposals.

A convergent mixed-methods approach is used to provide a comprehensive evaluation of the educational intervention. Quantitative data are collected to assess changes in critical thinking motivation and individual innovativeness, while qualitative interviews explore students' experiences, perceived learning gains, and reflections on the workshop process. The integration of quantitative and qualitative findings will provide a deeper understanding of how workshop-integrated Outcome-Based Education contributes to the development of competencies considered essential for contemporary nursing practice.

The results of this study may inform curriculum development and support the implementation of innovative educational strategies designed to prepare nursing students for future professional and healthcare challenges.

Study Type

Interventional

Enrollment (Actual)

52

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

  • Turkey (Türkiye)
      • Istanbul, Turkey (Türkiye)
        • Istanbul University Faculty of Nursing

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

  • Adult
  • Older Adult

Accepts Healthy Volunteers

Yes

Description

Inclusion Criteria:

  • Being a third-year undergraduate nursing student
  • Being 18 years of age or older
  • Voluntarily agreeing to participate in the study

Exclusion Criteria:

  • Being younger than 18 years of age
  • Not agreeing to participate in the study
  • Providing incomplete responses to the data collection forms
  • Withdrawing from the study before completion

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Other
  • Allocation: Non-Randomized
  • Interventional Model: Parallel Assignment
  • Masking: None (Open Label)

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: Workshop-Integrated Outcome-Based Education
Intervention Arm Description: Participants in this arm will receive a workshop-integrated Outcome-Based Education intervention through a 14-week Project Planning Course. The course includes training on project development, evidence-based nursing, research methodology, innovation, technology readiness levels, and patent/utility model development. During workshop sessions, students work collaboratively in small groups under faculty supervision to identify healthcare-related problems and develop research projects or innovative solutions. The educational approach emphasizes active learning, problem-solving, critical thinking, and innovation-oriented outcomes.
Other: Workshop-Integrated Outcome-Based Education
This intervention combines Outcome-Based Education with innovation-focused workshops delivered through a 14-week Project Planning Course. Students participate in project development, problem-solving, and innovation activities under faculty supervision to enhance critical thinking and individual innovativeness.
No Intervention: Standard Elective Education
Participants in this arm will be students who do not enroll in the Project Planning Course and instead attend other elective courses offered during the same semester. These courses are comparable in terms of workload and credit hours but do not include structured project development activities, innovation workshops, research proposal preparation, or patent/utility model development components.

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Critical Thinking Motivation
Time Frame: Baseline (Week 1) and post-intervention (Week 14)
Change in students' critical thinking motivation measured using the Critical Thinking Motivation Scale (CTMS). The CTMS is a six-point Likert-type measurement tool developed by Valenzuela et al. (2011) to assess motivation toward specific critical thinking tasks. The Turkish adaptation was conducted by Dönmez and Kaya (2016). The scale consists of 19 items grouped under five factors and is structured into two main sub-dimensions: "expectation" and "value." Each item is rated on a scale from 1 to 6. The total score for each sub-dimension is obtained by averaging the item scores within that sub-dimension. The Cronbach's alpha reliability coefficient of the scale has been reported as 0.90. Higher scores on the scale reflect a greater level of motivation for critical thinking, whereas lower scores indicate a diminished motivation for critical thinking. In this study, Cronbach's alpha was found to be 0.86.
Baseline (Week 1) and post-intervention (Week 14)
Individual Innovativeness Scale
Time Frame: Baseline and immediately after completion of the 14-week intervention
The IIS was developed by Hurt et al. (1977) to assess individuals' levels of innovativeness and was later adapted into Turkish by Kılıçer and Odabaşı (2010). The scale consists of 20 items grouped into four factors: Resistance to Change, which reflects individuals' concerns about innovation and change; Opinion Leadership, representing qualities that distinguish individuals from others in their group; Openness to Experience, measuring individuals' willingness to seek and try new innovations; and Risk-Taking, assessing individuals' motivation to persist despite uncertainties. The scale is based on a five-point Likert-type response system. The Cronbach's alpha internal consistency coefficient for the scale has been reported as 0.82. Based on the calculated scores, individuals are categorized as follows: Innovators: >80 points, Early Adopters: 69-80 points, Early Majority (Questioners): 57-68 points, Late Majority (Skeptics): 46-56 points, Laggards (Traditionalists): <46 points. In this s
Baseline and immediately after completion of the 14-week intervention

Secondary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Participants' experiences with the workshop-based project planning course
Time Frame: Week 14 (upon completion of the course)
Participants' experiences, perceptions, and perceived learning outcomes will be assessed using individual semi-structured interviews. Interview transcripts will be analyzed using reflexive thematic analysis to identify common themes related to critical thinking, innovation, research competence, and the learning process.
Week 14 (upon completion of the course)

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Istanbul University

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

February 18, 2026

Primary Completion (Actual)

May 22, 2026

Study Completion (Actual)

May 22, 2026

Study Registration Dates

First Submitted

June 7, 2026

First Submitted That Met QC Criteria

July 14, 2026

First Posted (Actual)

July 17, 2026

Study Record Updates

Last Update Posted (Actual)

July 17, 2026

Last Update Submitted That Met QC Criteria

July 14, 2026

Last Verified

June 1, 2026

More Information

Terms related to this study

Keywords

Other Study ID Numbers

  • 2026-1

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

NO

IPD Plan Description

Individual participant data will not be made publicly available because the study involves a small sample of students from a single institution, which may increase the risk of participant identification. Only aggregated and anonymized study findings will be reported in publications and presentations.

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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