Sequential Case Triangle-Based Learning and Psychosocial Care Competency in Nursing Students
Effect of Sequential Case Triangle-Based Project-Based Learning on Psychosocial Care Competency, Cooperative Learning, and Clinical Reasoning in Nursing Students
연구 개요
상태
상태
정황
정황
개입 / 치료
개입 / 치료
상세 설명
Background: Nursing education aims to develop critical thinking, problem-solving, and clinical reasoning skills, alongside the ability to provide holistic psychosocial care. Case-based and project-based learning are student-centered strategies shown to support these outcomes, but their combined application in a sequential, team-dependent format has not been widely studied in psychosocial nursing education.
Objective: To evaluate the effect of a Sequential Case Triangle-based project-based learning approach, applied within a Psychosocial Nursing course, on nursing students' self-assessed psychosocial care competency, cooperative learning, and clinical reasoning levels.
Hypotheses:
H1: Students' psychosocial care competency self-assessment scores will increase after the intervention.
H2: Students' cooperative learning scores will increase after the intervention. H3: Students' clinical reasoning levels will increase after the intervention.
Design: Single-group, pretest-posttest quasi-experimental design.
Setting: Fourth-year nursing students enrolled in the "Psychosocial Nursing" elective course (Turkish-medium and English-medium sections) at Istanbul Medipol University, Faculty of Health Sciences, Department of Nursing, during the 2025-2026 spring semester.
Intervention: Over the 15-week course, the class was divided into 20 main groups of 9 to 12 students each (179 participants in total), and every main group was split into three subgroups responsible for a sequential stage of the nursing process: case creation (depicting psychosocial responses to illness), psychosocial assessment, and planning/implementing psychosocial nursing interventions. Each subgroup prepared a short role-play video for its stage and submitted it to the course instructor, who forwarded it unedited to the next subgroup. Subgroups had no access to or prior knowledge of the case content created by the preceding subgroup; each stage was developed solely on the basis of the video received, without the ability to view or revise earlier work. In the final stage, the three videos were combined into one case narrative and discussed in class.
Outcomes were assessed using validated self-report instruments, administered face-to-face at baseline (course week 1) and post-intervention (course week 15).
Statistical Analysis: Data were analyzed using SPSS 22.0. Descriptive statistics (mean, SD, median, min-max for quantitative variables; frequency and percentage for categorical variables) were reported. Pretest-posttest comparisons used the paired-samples t-test; group comparisons used the Student's t-test (two groups) or one-way ANOVA with Bonferroni post-hoc test (three or more groups); associations between variables were assessed with Pearson correlation. Significance was set at p<0.05, 95% confidence interval.
연구 유형
연구 유형
등록 (실제)
등록
단계
단계
- 해당 없음
연락처 및 위치
연구 장소
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Kavacık
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Istanbul, Kavacık, 터키 (Türkiye), 34810
- Istanbul Medipol University
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참여기준
자격 기준
자격 기준
공부할 수 있는 나이
- 어린이
- 성인
- 고령자
건강한 자원 봉사자를 받아들입니다
설명
Inclusion Criteria:
- Enrolled in the "Psychosocial Nursing" elective course
- Willing to voluntarily participate in the study and sign the Informed Consent Form
Exclusion Criteria:
- Unable to complete the course (e.g., more than five absences, failure to submit the project assignment, or withdrawal from the course)
공부 계획
연구는 어떻게 설계됩니까?
디자인 세부사항
- 주 목적: 다른
- 할당: 해당 없음
- 중재 모델: 단일 그룹 할당
- 마스킹: 없음(오픈 라벨)
팔의 수
무기와 개입
참가자 그룹 / 팔참가자 그룹 / 팔 |
개입 / 치료개입 / 치료 |
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실험적: 실험군
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Intervention: Over the 15-week course, the class was divided into 20 main groups of 9 to 12 students each and every main group was split into three subgroups responsible for a sequential stage of the nursing process: case creation (depicting psychosocial responses to illness), psychosocial assessment, and planning/implementing psychosocial nursing interventions.
Each subgroup prepared a short role-play video for its stage and submitted it to the course instructor, who forwarded it unedited to the next subgroup.
Subgroups had no access to or prior knowledge of the case content created by the preceding subgroup; each stage was developed solely on the basis of the video received, without the ability to view or revise earlier work.
In the final stage, the three videos were combined into one case narrative and discussed in class.
다른 이름들:
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연구는 무엇을 측정합니까?
주요 결과 측정
주요 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
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Psychosocial Care Competency Self-Assessment
기간: Baseline (course week 1) and post-intervention (course week 15)
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The Psychosocial Care Competency Self-Assessment Scale is an 18-item, 5-point Likert-type self-report scale with four subscales (symptom identification, use of knowledge, intervention, and diagnosis).
Total scores range from 18 (minimum) to 90 (maximum), with higher scores indicating better self-assessed psychosocial care competency.
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Baseline (course week 1) and post-intervention (course week 15)
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Clinical Reasoning
기간: Baseline (course week 1) and post-intervention (course week 15)
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The Clinical Reasoning Scale for Nursing Students is a 16-item, 5-point Likert-type self-report scale with four subscales (awareness of clinical clues, verification of clinical problems, action determination and implementation, and evaluation and reflection).
Total scores range from 16 (minimum) to 80 (maximum), with higher scores indicating a higher level of clinical reasoning.
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Baseline (course week 1) and post-intervention (course week 15)
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2차 결과 측정
2차 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
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Cooperative Learning
기간: Baseline (course week 1) and post-intervention (course week 15)
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The Cooperative Learning Scale is a 15-item, 5-point Likert-type self-report scale with five factors (interpersonal skills, group processing, positive interdependence, supportive interaction, and individual accountability), with no reverse-scored items.
Total scores range from 15 (minimum) to 75 (maximum), with higher scores indicating higher cooperative learning skills.
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Baseline (course week 1) and post-intervention (course week 15)
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공동 작업자 및 조사자
수사관
수사관
- 연구 의자: Seda Er, Medipol University
간행물 및 유용한 링크
일반 간행물
- Thought process Thought process 2,000 karakter sınırına uyacak şekilde sadece ölçeklerin geçerlik/uyarlama kaynaklarını seçtim (arka plan/literatür atıflarını çıkardım): Karataş, H., Kelleci, M.; Psikososyal Bakım Yetkinliği Öz Değerlendirme Ölçeği'nin geliştirilmesi geçerlik ve güvenirlik çalışması; Psikiyatri Hemşireliği Dergisi; 2021; 12(3); 263-271. Fernandez-Rio, J., Cecchini, J. A., Morgan, K., Mendez-Gimenez, A., Lloyd, R.; Validation of the cooperative learning scale and cooperation global factor using bifactor structural equation modelling; Psicología Educativa; 2022; 28(2); 91-97. Güngör, P., Kaya Uyanık, G., Yeşil, R.; İşbirlikli Öğrenme Ölçeği: Türkçeye Uyarlama Çalışması; MANAS Sosyal Araştırmalar Dergisi; 2025; 14(Eğitim Bilimleri Ek Sayısı); 31-49. Huang, H. M., Huang, C. Y., Lin, K. C., Yu, C. H., Cheng, S. F.; Development and psychometric testing of the clinical reasoning scale among nursing students enrolled in three types of programs in Taiwan; Journal of Nursing Research; 2023; 31(2); e263. Bal, B., Kaba, N. K., Öztürk, H.; Hemşirelik Öğrencileri için Klinik Muhakeme Ölçeğinin Türkçe Geçerliği ve Güvenirliği: Bir Metodolojik Çalışma; Journal of Nursology; 2024; 27(2); 129-135.
연구 기록 날짜
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연구 시작 (실제)
연구 시작
기본 완료 (실제)
기본 완료
연구 완료 (실제)
연구 완료
연구 등록 날짜
최초 제출
최초 제출
QC 기준을 충족하는 최초 제출
QC 기준을 충족하는 최초 제출
처음 게시됨 (실제)
처음 게시됨
연구 기록 업데이트
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마지막 업데이트 게시됨
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