The Effect of Creative Drama Education on Nursing Students' Reflective Thinking and Clinical Decision-Making: A Mixed-Methods Study
Aperçu de l'étude
Statut
Les conditions
Intervention / Traitement
Description détaillée
Reflective thinking and clinical decision-making are essential competencies for nursing students to deliver safe, evidence-based, and patient-centered care. Active learning approaches are increasingly recommended to improve these competencies during undergraduate nursing education. Creative drama is an experiential teaching method that promotes active participation, critical reflection, communication, empathy, collaboration, and problem-solving through role-playing, improvisation, and group interaction.
This randomized controlled mixed-methods study investigated whether creative drama education improves nursing students' reflective thinking and clinical decision-making compared with conventional case-based discussion. Undergraduate nursing students were randomly allocated to either an experimental group receiving structured creative drama education (n = 40) or a control group receiving case-based discussion sessions (n = 37). Reflective thinking and clinical decision-making were measured before and after the intervention. Subsequently, qualitative interviews were conducted with students in the experimental group to explore their experiences and explain the quantitative findings.
Type d'étude
Inscription (Réel)
Phase
- N'est pas applicable
Contacts et emplacements
Lieux d'étude
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Merkez
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Ağrı, Merkez, Turquie (Türkiye), 04100
- Agri Ibrahim Cecen University
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Critères de participation
Critère d'éligibilité
Âges éligibles pour étudier
- Adulte
- Adulte plus âgé
Accepte les volontaires sains
La description
Inclusion Criteria:
- Undergraduate fourth-year nursing students enrolled in the nursing program.
- Aged 18 years or older.
- Able to communicate in Turkish.
- Available to attend all scheduled educational sessions.
Exclusion Criteria:
- Previous participation in formal creative drama training related to nursing education.
- Failure to attend one or more educational sessions.
- Withdrawal from the study at any stage.
- Incomplete completion of the study questionnaires (pre-test or post-test).
Plan d'étude
Comment l'étude est-elle conçue ?
Détails de conception
- Objectif principal: Autre
- Répartition: Randomisé
- Modèle interventionnel: Affectation parallèle
- Masquage: Tripler
Armes et Interventions
Groupe de participants / Bras |
Intervention / Traitement |
|---|---|
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Expérimental: Creative Drama-Based Training
Participants received structured creative drama education designed to improve reflective thinking and clinical decision-making through experiential learning, role-playing, improvisation, and group reflection.
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Participants in the experimental group received a structured creative drama education program designed to enhance reflective thinking and clinical decision-making skills.
The intervention consisted of interactive sessions incorporating warm-up activities, improvisation, role-playing, group enactment of realistic nursing scenarios, reflection, and group discussion.
Students actively explored clinical situations by assuming different roles, analyzing patient care problems, and reflecting on their experiences throughout the drama process.
The educational content was standardized and delivered by the same instructor using a predefined creative drama program.
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Autre: Case-Based Discussion
Participants received instructor-guided case discussion sessions covering the same educational objectives using conventional teaching methods.
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Participants in the control group received conventional case-based discussion sessions covering the same learning objectives as the experimental group.
The sessions included instructor-guided analysis of written clinical cases, question-and-answer activities, and group discussions without the use of creative drama techniques or experiential role-play.
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Que mesure l'étude ?
Principaux critères de jugement
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
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Reflective Thinking
Délai: Baseline and immediately after the intervention.
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Change in reflective thinking scores measured from baseline to immediately after completion of the educational intervention using a validated reflective thinking scale.
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Baseline and immediately after the intervention.
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Clinical Decision-Making
Délai: Baseline and immediately after the intervention.
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Change in clinical decision-making scores measured from baseline to immediately after completion of the educational intervention using a validated clinical decision-making scale.
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Baseline and immediately after the intervention.
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Collaborateurs et enquêteurs
Parrainer
Dates d'enregistrement des études
Dates principales de l'étude
Début de l'étude (Réel)
Achèvement primaire (Réel)
Achèvement de l'étude (Réel)
Dates d'inscription aux études
Première soumission
Première soumission répondant aux critères de contrôle qualité
Première publication (Réel)
Mises à jour des dossiers d'étude
Dernière mise à jour publiée (Réel)
Dernière mise à jour soumise répondant aux critères de contrôle qualité
Dernière vérification
Plus d'information
Termes liés à cette étude
Mots clés
Autres numéros d'identification d'étude
- AGRSABFTKS003
Plan pour les données individuelles des participants (IPD)
Prévoyez-vous de partager les données individuelles des participants (DPI) ?
Informations sur les médicaments et les dispositifs, documents d'étude
Étudie un produit pharmaceutique réglementé par la FDA américaine
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