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Three Teaching Strategies in Nursing Education: Effects on Learning and Knowledge Retention

13 mai 2026 mis à jour par: Zehra Aydin, Atlas University

The Effect of Three Different Instructional Strategies on Learning Outcomes and Knowledge Retention in Nursing Education: A Randomized Controlled Trial

The goal of this clinical trial is to learn whether three different instructional strategies improve learning outcomes and knowledge retention in nursing students receiving education on peritoneal dialysis catheter care. The main questions it aims to answer are:

Does Pecha Kucha-based education improve students' knowledge of peritoneal dialysis catheter care compared with concept map-based education and traditional education? Do the three instructional strategies differ in terms of knowledge retention, learning satisfaction, learning experience, and perceived cognitive load? Researchers will compare Pecha Kucha-based education, concept map-based education, and traditional education to see which instructional strategy is more effective in improving students' knowledge, supporting knowledge retention, and providing a positive learning experience.

Participants will:

Complete a pre-test before the education. Receive one of three educational interventions on peritoneal dialysis catheter care: Pecha Kucha-based education, concept map-based education, or traditional education.

Complete a post-test after the education. Complete forms evaluating learning satisfaction, learning experience, and perceived cognitive load.

Complete a follow-up knowledge test to assess knowledge retention.

Aperçu de l'étude

Statut

Pas encore de recrutement

Les conditions

Intervention / Traitement

Description détaillée

Detailed Description

This randomized controlled trial will evaluate the effects of three different instructional strategies on nursing students' learning outcomes and knowledge retention related to peritoneal dialysis catheter care. The instructional strategies are Pecha Kucha-based education, concept map-based education, and traditional education.

Peritoneal dialysis catheter care is an important nursing skill because appropriate care supports treatment continuity, helps prevent infection, and enables early recognition of catheter-related complications. Nursing students need to understand the purpose of the catheter, catheter exit-site care, hand hygiene, aseptic technique, dressing care, prevention of catheter trauma or blockage, signs of infection and peritonitis, risky practices, and situations requiring referral to a healthcare team.

Participants will be randomly assigned to one of three groups. All groups will receive education on the same content and learning objectives. The difference between groups will be the instructional strategy used to deliver the content.

The Pecha Kucha group will receive a structured, time-controlled visual micro-presentation. The concept map group will receive education through a structured concept map showing the relationships among key concepts related to peritoneal dialysis catheter care. The traditional education group will receive the same content through a standard teacher-centered presentation and verbal explanation.

The educational content will include the role of renal replacement therapy, the place of peritoneal dialysis among renal replacement therapy options, the definition and function of the peritoneal dialysis catheter, catheter exit-site care, infection prevention, hand hygiene, aseptic technique, daily observation, dressing care, catheter stabilization, prevention of catheter blockage, signs of exit-site infection and peritonitis, catheter-related complications, risky practices, patient education, and when to seek healthcare support.

Before the educational intervention, participants will complete a knowledge test on peritoneal dialysis catheter care. After the education, participants will complete the same or equivalent knowledge test to evaluate immediate learning. They will also complete forms assessing learning satisfaction, learning experience, and perceived cognitive load. A follow-up knowledge test will be administered later to evaluate knowledge retention.

The primary outcome of the study is students' knowledge level related to peritoneal dialysis catheter care. Secondary outcomes include knowledge retention, learning satisfaction, learning experience, and perceived cognitive load. The study will compare the three instructional strategies to determine which method is more effective in improving learning outcomes and supporting retention of knowledge in nursing education.

Type d'étude

Interventionnel

Inscription (Estimé)

90

Phase

  • N'est pas applicable

Contacts et emplacements

Cette section fournit les coordonnées de ceux qui mènent l'étude et des informations sur le lieu où cette étude est menée.

Coordonnées de l'étude

Lieux d'étude

Critères de participation

Les chercheurs recherchent des personnes qui correspondent à une certaine description, appelée critères d'éligibilité. Certains exemples de ces critères sont l'état de santé général d'une personne ou des traitements antérieurs.

Critère d'éligibilité

Âges éligibles pour étudier

  • Adulte
  • Adulte plus âgé

Accepte les volontaires sains

Oui

La description

Inclusion Criteria:

  • Being a second- or third-year undergraduate nursing student.
  • Being enrolled in the relevant nursing course during the study period.
  • Being scheduled to participate in the educational intervention on peritoneal dialysis catheter care.
  • Voluntarily agreeing to participate in the study.
  • Providing informed consent.
  • Being able to complete the pre-test, immediate post-test, and 4-week follow-up assessments.

Exclusion Criteria:

  • Not providing informed consent.
  • Not attending the educational intervention.
  • Being unable to complete the study assessment forms.
  • Participating in another educational activity or training program specifically related to peritoneal dialysis catheter care during the study period.

Plan d'étude

Cette section fournit des détails sur le plan d'étude, y compris la façon dont l'étude est conçue et ce que l'étude mesure.

Comment l'étude est-elle conçue ?

Détails de conception

  • Objectif principal: Autre
  • Répartition: Randomisé
  • Modèle interventionnel: Affectation parallèle
  • Masquage: Aucun (étiquette ouverte)

Armes et Interventions

Groupe de participants / Bras
Intervention / Traitement
Expérimental: Arm 1: Pecha Kucha-Based Education
Participants in this arm will receive standardized education on peritoneal dialysis catheter care using a Pecha Kucha-based instructional strategy. The education will be delivered as a time-controlled visual micro-presentation consisting of 20 slides, with each slide presented for 20 seconds. The content will focus on peritoneal dialysis catheter function, catheter exit-site care, infection prevention, hand hygiene, aseptic technique, dressing care, catheter protection, complications, risky practices, and situations requiring healthcare referral.
Comportemental: Pecha Kucha-Based Education
Participants assigned to this group will receive standardized education on peritoneal dialysis catheter care using a Pecha Kucha-based instructional strategy. The session will include a structured, time-controlled visual presentation consisting of 20 slides, with each slide presented for 20 seconds, followed by a brief summary. The content will cover catheter function, exit-site care, hand hygiene, aseptic technique, dressing care, catheter protection, infection signs, complications, risky practices, and situations requiring healthcare referral.
Expérimental: Arm 2: Concept Map-Based Education
Participants in this arm will receive standardized education on peritoneal dialysis catheter care using a structured concept map-based instructional strategy. The education will present the same core content as the other groups, but the information will be organized through a concept map showing the relationships among key concepts such as catheter care, exit-site observation, infection prevention, aseptic technique, dressing care, complications, and patient safety.
Comportemental: Concept Map-Based Education
Participants assigned to this group will receive standardized education on peritoneal dialysis catheter care using a structured concept map-based instructional strategy. The same educational content will be presented through a concept map that visually organizes the relationships among key concepts, including catheter care, exit-site observation, infection prevention, aseptic technique, dressing care, catheter protection, complications, risky practices, and patient safety.
Expérimental: Arm 3: Traditional Education
Participants in this arm will receive standardized education on peritoneal dialysis catheter care using a traditional instructional strategy. The education will be delivered through a standard teacher-centered presentation and verbal explanation. The content will be the same as in the other groups and will include catheter function, exit-site care, hand hygiene, aseptic technique, dressing care, catheter protection, infection signs, complications, risky practices, and situations requiring healthcare referral.
Comportemental: Traditional Education
Participants assigned to this group will receive standardized education on peritoneal dialysis catheter care using a traditional teacher-centered instructional strategy. The same educational content will be delivered through a standard presentation and verbal explanation. The content will include catheter function, exit-site care, hand hygiene, aseptic technique, dressing care, catheter protection, infection signs, complications, risky practices, and situations requiring healthcare referral.

Que mesure l'étude ?

Principaux critères de jugement

Mesure des résultats
Description de la mesure
Délai
Knowledge Level on Peritoneal Dialysis Catheter Care
Délai: Baseline, immediately after the educational intervention, and 4 weeks after the educational intervention
Students' knowledge level regarding peritoneal dialysis catheter care will be assessed using a researcher-developed multiple-choice knowledge test. The test includes 15 questions related to catheter exit-site care, hand hygiene, aseptic technique, dressing care, infection signs, catheter protection, risky practices, and situations requiring healthcare referral. Scores range from 0 to 15, with higher scores indicating better knowledge related to peritoneal dialysis catheter care.
Baseline, immediately after the educational intervention, and 4 weeks after the educational intervention

Mesures de résultats secondaires

Mesure des résultats
Description de la mesure
Délai
Knowledge Retention on Peritoneal Dialysis Catheter Care
Délai: Immediately after the educational intervention and 4 weeks after the educational intervention
Knowledge retention will be evaluated by comparing participants' knowledge test scores obtained 4 weeks after the educational intervention with their immediate post-test scores. The same 15 multiple-choice question knowledge test will be used (min 0-max 15 score). Higher scores indicate better retention of knowledge related to peritoneal dialysis catheter care.
Immediately after the educational intervention and 4 weeks after the educational intervention
Learning Satisfaction and Learning Experience
Délai: Immediately after the educational intervention
Students' satisfaction and learning experience after the educational intervention will be assessed using a Learning Satisfaction / Learning Experience Form. This is a 5 lLikert-type form which total score varies between 12-60. The form evaluates perceived usefulness, clarity of the educational content, satisfaction with the instructional method, attention, engagement, and perceived contribution to learning. Higher scores indicate a more positive learning experience and higher satisfaction.
Immediately after the educational intervention
Perceived Cognitive Load
Délai: Immediately after the educational intervention
Students' perceived cognitive load during the educational intervention will be assessed using a Perceived Cognitive Load Scale. The scale evaluates perceived mental effort, difficulty in following the content, information load, and ease of organizing the learned information. Total score varies between 8-40. Higher scores indicate greater perceived cognitive load.
Immediately after the educational intervention

Collaborateurs et enquêteurs

C'est ici que vous trouverez les personnes et les organisations impliquées dans cette étude.

Parrainer

Atlas University

Publications et liens utiles

La personne responsable de la saisie des informations sur l'étude fournit volontairement ces publications. Il peut s'agir de tout ce qui concerne l'étude.

Publications générales

Dates d'enregistrement des études

Ces dates suivent la progression des dossiers d'étude et des soumissions de résultats sommaires à ClinicalTrials.gov. Les dossiers d'étude et les résultats rapportés sont examinés par la Bibliothèque nationale de médecine (NLM) pour s'assurer qu'ils répondent à des normes de contrôle de qualité spécifiques avant d'être publiés sur le site Web public.

Dates principales de l'étude

Début de l'étude (Estimé)

25 mai 2026

Achèvement primaire (Estimé)

30 juin 2026

Achèvement de l'étude (Estimé)

30 août 2026

Dates d'inscription aux études

Première soumission

8 mai 2026

Première soumission répondant aux critères de contrôle qualité

13 mai 2026

Première publication (Réel)

20 mai 2026

Mises à jour des dossiers d'étude

Dernière mise à jour publiée (Réel)

20 mai 2026

Dernière mise à jour soumise répondant aux critères de contrôle qualité

13 mai 2026

Dernière vérification

1 mai 2026

Plus d'information

Termes liés à cette étude

Mots clés

Autres numéros d'identification d'étude

  • 23.02.2026- 02/77

Plan pour les données individuelles des participants (IPD)

Prévoyez-vous de partager les données individuelles des participants (DPI) ?

NON

Description du régime IPD

Individual participant data will not be shared publicly because the study will include educational assessment data from nursing students. Only aggregated and anonymized results will be reported.

Informations sur les médicaments et les dispositifs, documents d'étude

Étudie un produit pharmaceutique réglementé par la FDA américaine

Non

Étudie un produit d'appareil réglementé par la FDA américaine

Non

Ces informations ont été extraites directement du site Web clinicaltrials.gov sans aucune modification. Si vous avez des demandes de modification, de suppression ou de mise à jour des détails de votre étude, veuillez contacter register@clinicaltrials.gov. Dès qu'un changement est mis en œuvre sur clinicaltrials.gov, il sera également mis à jour automatiquement sur notre site Web .

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