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

14. července 2026 aktualizováno: 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.

Přehled studie

Postavení

Dokončeno

Podmínky

Intervence / Léčba

Detailní popis

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.

Typ studie

Intervenční

Zápis (Aktuální)

52

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

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:

  • 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

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: Jiný
  • Přidělení: Nerandomizované
  • Intervenční model: Paralelní přiřazení
  • Maskování: Žádné (otevřený štítek)

Zbraně a zásahy

Skupina účastníků / Arm
Intervence / Léčba
Experimentální: 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.
Jiný: 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.
Žádný zásah: 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.

Co je měření studie?

Primární výstupní opatření

Měření výsledku
Popis opatření
Časové okno
Critical Thinking Motivation
Časové okno: 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
Časové okno: 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

Sekundární výstupní opatření

Měření výsledku
Popis opatření
Časové okno
Participants' experiences with the workshop-based project planning course
Časové okno: 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)

Spolupracovníci a vyšetřovatelé

Zde najdete lidi a organizace zapojené do této studie.

Sponzor

Istanbul University

Publikace a užitečné odkazy

Osoba odpovědná za zadávání informací o studiu tyto publikace poskytuje dobrovolně. Mohou se týkat čehokoli, co souvisí se studiem.

Obecné publikace

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)

18. února 2026

Primární dokončení (Aktuální)

22. května 2026

Dokončení studie (Aktuální)

22. května 2026

Termíny zápisu do studia

První předloženo

7. června 2026

První předloženo, které splnilo kritéria kontroly kvality

14. července 2026

První zveřejněno (Aktuální)

17. července 2026

Aktualizace studijních záznamů

Poslední zveřejněná aktualizace (Aktuální)

17. července 2026

Odeslaná poslední aktualizace, která splnila kritéria kontroly kvality

14. července 2026

Naposledy ověřeno

1. června 2026

Více informací

Termíny související s touto studií

Klíčová slova

Další identifikační čísla studie

  • 2026-1

Plán pro data jednotlivých účastníků (IPD)

Plánujete sdílet data jednotlivých účastníků (IPD)?

NE

Popis plánu IPD

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.

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 .

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Podmínky

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