Teaching Diabetes Management Using Two Different Methods (Teaching)
2026年4月30日 更新者：Amasya University
The Effects of Teaching Diabetes Management to Nursing Students Using Two Different Methods on Knowledge Level, Critical Thinking, and Self-Efficacy
It is essential to evaluate teaching methods and include comprehensive teaching components for optimal educational outcomes.
Accordingly, this study will evaluate the effect of teaching diabetes management to nursing students using two different methods.
調査の概要
詳細な説明
Introduction and Aim: To provide effective diabetes education for nursing students, it is essential to evaluate teaching methods and include comprehensive teaching components for optimal educational outcomes. Accordingly, this study will evaluate the effect of teaching diabetes management to nursing students using two different methods.
Methods: The research will be conducted using a quasi-experimental research design with a pre-test/post-test control group. The sample will consist of students enrolled in the Internal Medicine Nursing course at a university nursing department. Data will be collected in two time periods: after theoretical information on diabetes and treatment/care practices is provided, and after jigsaw and case-based learning applications are completed. Students will be divided into three groups: jigsaw learning group, case-based learning group, and control group. Data will be collected using a Personal Information Form, Diabetes Knowledge Test, Critical Thinking Tendency Scale, and Self-Efficacy Scale.
研究の種類
介入
入学 (実際)
88
段階
- 適用できない
連絡先と場所
このセクションには、調査を実施する担当者の連絡先の詳細と、この調査が実施されている場所に関する情報が記載されています。
研究場所
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Amasya、トルコ（Türkiye）
- AmasyaU
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参加基準
研究者は、適格基準と呼ばれる特定の説明に適合する人を探します。これらの基準のいくつかの例は、人の一般的な健康状態または以前の治療です。
適格基準
就学可能な年齢
- 大人
- 高齢者
健康ボランティアの受け入れ
はい
説明
Inclusion Criteria:
- Students enrolled in the Internal Medicine Nursing course during the 2023-2024 academic year,
- Students who attended the "diabetes management" theoretical course in Internal Medicine Nursing,
- Students who agreed to participate in the study.
Exclusion Criteria:
- Students who did not participate in the theoretical and jigsaw/case-based learning application phases of the study,
- Students who did not give their consent to participate in the study.
研究計画
このセクションでは、研究がどのように設計され、研究が何を測定しているかなど、研究計画の詳細を提供します。
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：他の
- 割り当て：非ランダム化
- 介入モデル：並列代入
- マスキング：なし（オープンラベル）
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
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実験的：jigsaw
Students in the jigsaw group will be divided into 5 groups of six.
Then, the topic content will be divided into five outlines (diabetes classification/symptoms and signs, diabetes treatment (nutrition and exercise), diabetes treatment (insulin and oral antidiabetics), acute and chronic complications of diabetes, patient education in diabetes), and each member of each jigsaw group will be assigned to a specific outline.
Students will be asked to study all the material by looking more closely at the given topic.
Then, all students assigned to the same outline in the 5 jigsaw groups will be gathered in a group called the "expert group."
In this expert group, each student will be asked to share and discuss the information they have gained regarding the specific outline with the other students.
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Students in the jigsaw group will be divided into 5 groups of six.
Then, the topic content will be divided into five outlines (diabetes classification/symptoms and signs, diabetes treatment (nutrition and exercise), diabetes treatment (insulin and oral antidiabetics), acute and chronic complications of diabetes, patient education in diabetes), and each member of each jigsaw group will be assigned to a specific outline.
Students will be asked to study all the material by looking more closely at the given topic.
Then, all students assigned to the same outline in the 5 jigsaw groups will be gathered in a group called the "expert group."
In this expert group, each student will be asked to share and discuss the information they have gained regarding the specific outline with the other students.
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実験的：case based
The researcher will provide the students with 5 examples, and five case studies will be conducted with the students in the case-based learning group (cases will include information such as the patient's detailed history, medical diagnosis, a brief summary of the disease, and the medications the patient is using).
The case studies used will contain the basic details of diabetes.
Necessary background information will be provided, and discussion questions will be determined.
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The researcher will provide the students with 5 examples, and five case studies will be conducted with the students in the case-based learning group (cases will include information such as the patient's detailed history, medical diagnosis, a brief summary of the disease, and the medications the patient is using).
The case studies used will contain the basic details of diabetes.
Necessary background information will be provided, and discussion questions will be determined.
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介入なし：control
Control group: Students in the control group will not be given the simulation exercise; they will only fill out data collection forms during two designated time periods.
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Diabetes Knowledge Test
時間枠：4 week
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The knowledge test will consist of 20 questions on the physiology, signs, and treatment of septic shock.
The questions in the knowledge test will be sent to 5 experts for review, and content validity will be established.
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4 week
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Critical Thinking Tendency Scale
時間枠：4 week
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The "Critical Thinking Tendency Scale" was developed in 2012 by Karalı and Battal to measure critical thinking tendencies.
The CTTS is a five-point Likert-type scale consisting of 21 items.
The scale has two sub-dimensions: "Skills Dimension" and "Values Dimension".
The Cronbach's alpha internal consistency reliability coefficient of the scale was found to be 0.91 (Karalı and Battal, 2012).
The highest possible score on the "Skills" subscale of the "Critical Thinking Tendency Scale" is 60, and the lowest is 12.
The highest possible score on the "Values" subscale is 45, and the lowest is 9.
The Cronbach's alpha internal consistency reliability coefficient of the scale was found to be 0.91.
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4 week
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Self-Efficacy Scale
時間枠：4 week
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The scale is unidimensional and consists of 10 positive items, therefore it does not contain reverse-coded items.
Each item is given a score between 1 and 4, in equal intervals.
A higher score indicates higher self-efficacy.
The Cronbach's alpha internal consistency reliability coefficient of the scale adapted into Turkish and whose validity and reliability analyses were performed by Yurtçiçek Eren and Başgöl was found to be 0.81.
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4 week
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協力者と研究者
ここでは、この調査に関係する人々や組織を見つけることができます。
スポンサー
研究記録日
これらの日付は、ClinicalTrials.gov への研究記録と要約結果の提出の進捗状況を追跡します。研究記録と報告された結果は、国立医学図書館 (NLM) によって審査され、公開 Web サイトに掲載される前に、特定の品質管理基準を満たしていることが確認されます。
主要日程の研究
研究開始 (実際)
2025年10月15日
一次修了 (実際)
2025年12月15日
研究の完了 (実際)
2026年1月16日
試験登録日
最初に提出
2026年4月24日
QC基準を満たした最初の提出物
2026年4月30日
最初の投稿 (実際)
2026年5月4日
学習記録の更新
投稿された最後の更新 (実際)
2026年5月4日
QC基準を満たした最後の更新が送信されました
2026年4月30日
最終確認日
2026年4月1日
詳しくは
本研究に関する用語
その他の研究ID番号
- AU-689
- NU689 (その他の識別子：Amasya U)
医薬品およびデバイス情報、研究文書
米国FDA規制医薬品の研究
いいえ
米国FDA規制機器製品の研究
いいえ
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