Evaluation of the Effectiveness of the Pecha Kucha-Supported Microteaching Method in Nursing Process Education
30. června 2026 aktualizováno: Sevim Uzuncan, Istanbul University - Cerrahpasa
This randomized controlled study aims to evaluate the effectiveness of the Pecha Kucha-supported microteaching method in nursing process education among first-year nursing students.
Participants will be randomly assigned to either an intervention group receiving Pecha Kucha-supported microteaching or a control group receiving traditional instruction.
The effects of the intervention on nursing process competencies and learning motivation will be evaluated.
Přehled studie
Postavení
Aktivní, ne nábor
Podmínky
Detailní popis
The nursing process is a systematic and scientific method that guides nursing care. Developing nursing students' competencies in the nursing process is essential for providing high-quality patient care. Innovative teaching methods may enhance students' learning experiences and improve educational outcomes.
This randomized controlled study aims to evaluate the effectiveness of the Pecha Kucha-supported microteaching method in nursing process education among first-year nursing students. Participants will be randomly assigned to an intervention group or a control group. The intervention group will receive Pecha Kucha-supported microteaching, while the control group will receive traditional instruction. Following the educational intervention, students will prepare nursing care plans during their clinical practice.
Outcomes will be evaluated using a Nursing Process Knowledge Form, the Instructional Materials Motivation Survey, and the Quality of Nursing Diagnoses, Interventions and Outcomes (Q-DIO) instrument. The study will assess the effects of the intervention on nursing process competencies and learning motivation.
Typ studie
Intervenční
Zápis (Aktuální)
100
Fáze
- Nelze použít
Kontakty a umístění
Tato část poskytuje kontaktní údaje pro ty, kteří studii provádějí, a informace o tom, kde se tato studie provádí.
Studijní místa
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Avcılar
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Istanbul, Avcılar, Turecko (Türkiye), 34310
- Istanbul University-Cerrahpasa, Florence Nightingale Faculty of Nursing
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Kritéria účasti
Výzkumníci hledají lidi, kteří odpovídají určitému popisu, kterému se říká kritéria způsobilosti. Některé příklady těchto kritérií jsou celkový zdravotní stav osoby nebo předchozí léčba.
Kritéria způsobilosti
Věk způsobilý ke studiu
- Dospělý
- Starší dospělý
Přijímá zdravé dobrovolníky
Ano
Popis
Inclusion Criteria:
- First-year nursing students
- Successfully completed prerequisite nursing courses
- Grade point average (GPA) of 1.80 or higher
- Voluntary agreement to participate in the study
- Providing written informed consent
Exclusion Criteria:
- Students repeating the course
- Graduates of Vocational School of Health Services programs
- Withdrawal from the study at any stage
- Failure to complete study assessments or data collection forms
Studijní plán
Tato část poskytuje podrobnosti o studijním plánu, včetně toho, jak je studie navržena a co studie měří.
Jak je studie koncipována?
Detaily designu
- Primární účel: Výzkum zdravotnických služeb
- Přidělení: Randomizované
- Intervenční model: Paralelní přiřazení
- Maskování: Žádné (otevřený štítek)
Zbraně a zásahy
Skupina účastníků / Arm |
Intervence / Léčba |
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Experimentální: Experimental Group
Nursing students who received a brief refresher lecture on the nursing process and participated in Pecha Kucha-supported microteaching activities based on case scenarios.
Students subsequently prepared individual nursing care plans during clinical practice.
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Nursing students first received a brief refresher lecture on the nursing process.
The experimental group, consisting of 50 students, was then divided into five groups of 10 students each.
Each group was assigned a case scenario and a nursing diagnosis.
Students were asked to prepare a presentation using the Pecha Kucha-supported microteaching method based on the assigned case and nursing diagnosis.
One student from each group delivered the presentation on behalf of the group.
Feedback sessions were conducted following the presentations.
Subsequently, students prepared individual nursing care plans for patients cared for during clinical practice.
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Aktivní komparátor: Control Group
Nursing students who received a brief refresher lecture on the nursing process and prepared group nursing care plans based on case scenarios.
Students subsequently prepared individual nursing care plans during clinical practice.
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Nursing students first received a brief refresher lecture on the nursing process.
The control group, consisting of 50 students, was then divided into five groups of 10 students each.
Each group was assigned a case scenario and a nursing diagnosis.
Students were asked to collaboratively prepare a nursing care plan based on the assigned case and nursing diagnosis.
Following this activity, students prepared individual nursing care plans for patients cared for during clinical practice.
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Co je měření studie?
Primární výstupní opatření
Měření výsledku |
Popis opatření |
Časové okno |
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Quality of Nursing Diagnoses, Interventions and Outcomes
Časové okno: After completion of the educational intervention (approximately 4 weeks after baseline) and at the end of the clinical practice period (approximately 12 weeks after baseline).
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The quality of nursing care plans will be evaluated using the Quality of Nursing Diagnoses, Interventions and Outcomes (Q-DIO) instrument.
The Q-DIO is a 29-item instrument designed to assess the quality of nursing documentation, including nursing diagnoses, nursing interventions, and nursing-sensitive patient outcomes.
The instrument consists of four domains: Nursing Diagnoses as Process, Nursing Diagnoses as Outcomes, Nursing Interventions, and Nursing-Sensitive Patient Outcomes.
Higher scores indicate higher quality and more comprehensive documentation of nursing diagnoses, interventions, and patient outcomes in nursing care plans.
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After completion of the educational intervention (approximately 4 weeks after baseline) and at the end of the clinical practice period (approximately 12 weeks after baseline).
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Sekundární výstupní opatření
Měření výsledku |
Popis opatření |
Časové okno |
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Nursing Process Knowledge Level Assessment Form
Časové okno: At baseline and at the end of the clinical practice period (approximately 12 weeks after baseline).
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Students' knowledge of the nursing process will be evaluated using the Nursing Process Knowledge Level Assessment Form developed by the researcher.
The form consists of 25 multiple-choice questions.
The questions assess students' knowledge related to the nursing process, including assessment, nursing diagnosis, planning, implementation, and evaluation stages.
The form was reviewed by three experts, and necessary revisions were made in line with expert feedback.
Higher scores indicate a higher level of knowledge regarding the nursing process.
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At baseline and at the end of the clinical practice period (approximately 12 weeks after baseline).
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Instructional Materials Motivation Survey
Časové okno: At the end of the clinical practice period (approximately 12 weeks after baseline).
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Students' learning motivation will be evaluated using the Instructional Materials Motivation Survey (IMMS), which is based on Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model.
The survey consists of 24 items and two subscales: Attention-Relevance and Confidence-Satisfaction.
The Attention-Relevance subscale evaluates students' interest in and perceived relevance of the instructional content, whereas the Confidence-Satisfaction subscale assesses students' confidence and satisfaction with the learning experience.
Responses are rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).
Total scores range from 24 to 120, with higher scores indicating higher levels of learning motivation.
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At the end of the clinical practice period (approximately 12 weeks after baseline).
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Spolupracovníci a vyšetřovatelé
Zde najdete lidi a organizace zapojené do této studie.
Sponzor
Vyšetřovatelé
- Studijní židle: Funda Büyükyılmaz, Professor, Istanbul University-Cerrahpasa, Florence Nightingale Faculty of Nursing
Termíny studijních záznamů
Tato data sledují průběh záznamů studie a předkládání souhrnných výsledků na ClinicalTrials.gov. Záznamy ze studií a hlášené výsledky jsou před zveřejněním na veřejné webové stránce přezkoumány Národní lékařskou knihovnou (NLM), aby se ujistily, že splňují specifické standardy kontroly kvality.
Hlavní termíny studia
Začátek studia (Aktuální)
9. dubna 2026
Primární dokončení (Odhadovaný)
30. června 2026
Dokončení studie (Odhadovaný)
30. června 2026
Termíny zápisu do studia
První předloženo
23. června 2026
První předloženo, které splnilo kritéria kontroly kvality
30. června 2026
První zveřejněno (Aktuální)
1. července 2026
Aktualizace studijních záznamů
Poslední zveřejněná aktualizace (Aktuální)
1. července 2026
Odeslaná poslední aktualizace, která splnila kritéria kontroly kvality
30. června 2026
Naposledy ověřeno
1. června 2026
Více informací
Termíny související s touto studií
Klíčová slova
Další identifikační čísla studie
- 2025-749
Plán pro data jednotlivých účastníků (IPD)
Plánujete sdílet data jednotlivých účastníků (IPD)?
NE
Popis plánu IPD
Individual participant data will not be shared because the study involves educational data collected from nursing students, and participant confidentiality and privacy will be protected in accordance with ethical approval and institutional regulations.
Informace o lécích a zařízeních, studijní dokumenty
Studuje lékový produkt regulovaný americkým FDA
Ne
Studuje produkt zařízení regulovaný americkým úřadem FDA
Ne
Tyto informace byly beze změn načteny přímo z webu clinicaltrials.gov. Máte-li jakékoli požadavky na změnu, odstranění nebo aktualizaci podrobností studie, kontaktujte prosím register@clinicaltrials.gov. Jakmile bude změna implementována na clinicaltrials.gov, bude automaticky aktualizována i na našem webu .
Klinické studie na Ošetřovatelský proces
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Bahar DönerIstanbul University - CerrahpasaDokončenoNURSİNG EDUCATİON | ŘEŠENÍ PROBLÉMŮ | EMPATIE V OŠETŘOVATELSTVÍ | NEVİOLENTNİ KOMUNİKACE | KONSTRUKTIVISTICKÝ VÝUKOVÝ MODELTurecko (Türkiye)