Three Teaching Strategies in Nursing Education: Effects on Learning and Knowledge Retention
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.
調査の概要
状態
詳細な説明
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.
研究の種類
入学 (推定)
段階
- 適用できない
連絡先と場所
研究連絡先
- 名前：Zehra AYDIN, PhD
- 電話番号：+905447141911
- メール：zehra.aydin@atlas.edu.tr
研究場所
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Istanbul
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Istanbul、Istanbul、トルコ（Türkiye）、34390
- Istanbul Atlas University
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コンタクト：
- Zehra AYDIN, PhD
- 電話番号：905447141911
- メール：zehra.aydin@atlas.edu.tr
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コンタクト：
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主任研究者：
- Zehra AYDIN, PhD
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参加基準
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
説明
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.
研究計画
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：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：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.
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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.
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実験的：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.
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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.
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実験的：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.
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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.
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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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Knowledge Level on Peritoneal Dialysis Catheter Care
時間枠：Baseline, immediately after the educational intervention, and 4 weeks after the educational intervention
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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.
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Baseline, immediately after the educational intervention, and 4 weeks after the educational intervention
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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Knowledge Retention on Peritoneal Dialysis Catheter Care
時間枠：Immediately after the educational intervention and 4 weeks after the educational intervention
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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.
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Immediately after the educational intervention and 4 weeks after the educational intervention
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Learning Satisfaction and Learning Experience
時間枠：Immediately after the educational intervention
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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.
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Immediately after the educational intervention
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Perceived Cognitive Load
時間枠：Immediately after the educational intervention
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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.
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Immediately after the educational intervention
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協力者と研究者
スポンサー
出版物と役立つリンク
一般刊行物
- Yildiz Celik H, Ugur E. Turkish validity and reliability study of the simulation self-report cognitive load measurement tool 2.0. BMC Med Educ. 2025 Jul 1;25(1):919. doi: 10.1186/s12909-025-07504-0.
- White A, Louis K. Pecha Kucha: An Innovative Pedagogy to Cultivate Cultural Competency in 21 st Century Nursing Students. Nurse Educ. 2023 May-Jun 01;48(3):168-169. doi: 10.1097/NNE.0000000000001321. Epub 2022 Nov 16. No abstract available.
- Cevheroglu S, Firat Kilic H, Budak V. The effect of the PechaKucha presentation method on nursing students' deep breathing and coughing exercise skills and their satisfaction with the educational method: a randomized controlled trial. BMC Med Educ. 2025 Dec 2;25(1):1667. doi: 10.1186/s12909-025-08258-5.
- Chow KM, Li PK, Cho Y, Abu-Alfa A, Bavanandan S, Brown EA, Cullis B, Edwards D, Ethier I, Hurst H, Ito Y, de Moraes TP, Morelle J, Runnegar N, Saxena A, So SW, Tian N, Johnson DW. ISPD Catheter-related Infection Recommendations: 2023 Update. Perit Dial Int. 2023 May;43(3):201-219. doi: 10.1177/08968608231172740. Epub 2023 May 26.
研究記録日
主要日程の研究
研究開始 (推定)
一次修了 (推定)
研究の完了 (推定)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
その他の研究ID番号
- 23.02.2026- 02/77
個々の参加者データ (IPD) の計画
個々の参加者データ (IPD) を共有する予定はありますか?
IPD プランの説明
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
米国FDA規制機器製品の研究
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