Effects of an Interactive E-book to Enhance Nursing Skill
2022년 2월 13일 업데이트: Taipei Medical University
Effects of an Interactive E-book to Enhance Nursing Students' Knowledge and Self-efficacy of Nursing Skill
It is necessary for nursing students to have sufficient knowledge and correct nursing skill before clinical practicum to provide patients appropriate care and improve nursing quality.
The learning materials of nursing skills are mainly paper textbooks and handouts, which are one-way knowledge transmissions having limitations and deficiencies in nursing skill learning.
Interactive e-books integrate multimedia such as text, images, and videos, which are more suitable for learning nursing skill and maximize the effectiveness of the learning materials.
The present study aimed to develop a nasogastric tube feeding interactive e-book based on Information Processing Theory (IPT) and Attention, Relevance, Confidence, and Satisfaction Motivational Model (ARCS), hoping to improve students' learning motivation and learning effectiveness.
This is a randomized controlled trial study.
Convenience sampling will be applied.
The participants will be recruited and randomly assigned into the experimental group and comparison group.
The experimental group will read an interactive e-book to learn nasogastric tube feeding, while the comparison group will read a paper textbook.
연구 개요
상세 설명
It is necessary for nursing students to have sufficient knowledge and correct nursing skill before clinical practicum to provide patients appropriate care and improve nursing quality. The learning materials of nursing skills are mainly paper textbooks and handouts, which are one-way knowledge transmissions having limitations and deficiencies in nursing skill learning. Interactive e-books integrate multimedia such as text, images, and videos, which are more suitable for learning nursing skill and maximize the effectiveness of the learning materials. In addition, the learning content can be updated at any time, in order that students can learn the latest skills and connect with clinical. The present study aimed to develop a nasogastric tube feeding interactive e-book based on Information Processing Theory (IPT) and Attention, Relevance, Confidence, and Satisfaction Motivational Model (ARCS), hoping to improve students' learning motivation and learning effectiveness. Therefore, the purpose of this study is to examine the effectiveness of using interactive e-book to enhance nursing students' knowledge and learning self-efficacy of nursing skill.
This is a randomized controlled trial study. Convenience sampling will be applied at a university in Northern Taiwan. It is expected that 60-100 participants will be recruited and randomly assigned into the experimental group and comparison group. The experimental group will read an interactive e-book to learn nasogastric tube feeding, while the comparison group will read a paper textbook. The questionnaires will be collected before the intervention, after the intervention, and after one month of the intervention. The questionnaires include demographic information, nasogastric tube feeding knowledge questionnaire, nasogastric tube feeding confidence scale, learning self-efficacy scale, nasogastric tube feeding skill test, and learning satisfaction questionnaire. This study will use SPSS 19.0 software for data analysis, including percentage, mean, standard deviation, t-test, chi-square test, and generalized estimation equation (GEE).
연구 유형
중재적
등록 (실제)
62
단계
- 해당 없음
연락처 및 위치
이 섹션에서는 연구를 수행하는 사람들의 연락처 정보와 이 연구가 수행되는 장소에 대한 정보를 제공합니다.
연구 장소
-
-
-
Taipei, 대만
- Taipei Medical University
-
-
참여기준
연구원은 적격성 기준이라는 특정 설명에 맞는 사람을 찾습니다. 이러한 기준의 몇 가지 예는 개인의 일반적인 건강 상태 또는 이전 치료입니다.
자격 기준
공부할 수 있는 나이
18년 이상 (성인, 고령자)
건강한 자원 봉사자를 받아들입니다
예
연구 대상 성별
모두
설명
Inclusion Criteria:
- students who major in nursing
- students have not yet learned nasogastric tube feeding skill.
Exclusion Criteria:
- None
공부 계획
이 섹션에서는 연구 설계 방법과 연구가 측정하는 내용을 포함하여 연구 계획에 대한 세부 정보를 제공합니다.
연구는 어떻게 설계됩니까?
디자인 세부사항
- 주 목적: 다른
- 할당: 무작위
- 중재 모델: 병렬 할당
- 마스킹: 하나의
무기와 개입
참가자 그룹 / 팔 |
개입 / 치료 |
|---|---|
|
실험적: interactive e-book
The experimental group will read an interactive e-book for 90 minutes to learn nasogastric tube feeding.
|
The nasogastric tube feeding interactive e-book has a lot of elements such as text content, videos, pictures, links, and other interactive content with which the students can interact.
The participants can use the interactive e-book to learn nasogastric tube feeding.
|
|
활성 비교기: comparison group
The comparison group will read a paper textbook for 90 minutes to learn nasogastric tube feeding.
|
The paper textbook has text content and pictures.
The participants can use the paper textbook to learn nasogastric tube feeding.
|
연구는 무엇을 측정합니까?
주요 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
|
Nasogastric Tube Feeding Quiz
기간: Baseline, before the intervention(T0)
|
The Nasogastric Tube Feeding Quiz is a 15-item true/false questions with three responses (true, false, and not sure).
Participants score 1 point for a correct answer and 0 for an incorrect answer or "not sure."
The total score ranged 0-15 points.
A higher score indicating a better knowledge of NG tube feeding.
|
Baseline, before the intervention(T0)
|
|
Nasogastric Tube Feeding Quiz
기간: Immediately following after the intervention(T1)
|
The Nasogastric Tube Feeding Quiz is a 15-item true/false questions with three responses (true, false, and not sure).
Participants score 1 point for a correct answer and 0 for an incorrect answer or "not sure."
The total score ranged 0-15 points.
A higher score indicating a better knowledge of NG tube feeding.
|
Immediately following after the intervention(T1)
|
|
Nasogastric Tube Feeding Quiz
기간: one month after the intervention(T2)
|
The Nasogastric Tube Feeding Quiz is a 15-item true/false questions with three responses (true, false, and not sure).
Participants score 1 point for a correct answer and 0 for an incorrect answer or "not sure."
The total score ranged 0-15 points.
A higher score indicating a better knowledge of NG tube feeding.
|
one month after the intervention(T2)
|
|
Confidence scale (C-scale)
기간: Baseline, before the intervention(T0)
|
A 5-item scale designed to measure participant's confidence level in performing a nursing skill.
Each item had five responses and the total score ranged 5-25 points.
A higher score indicating that nursing students felt more confident in performing the nursing skill.
|
Baseline, before the intervention(T0)
|
|
Confidence scale (C-scale)
기간: Immediately following after the intervention(T1)
|
A 5-item scale designed to measure participant's confidence level in performing a nursing skill.
Each item had five responses and the total score ranged 5-25 points.
A higher score indicating that nursing students felt more confident in performing the nursing skill.
|
Immediately following after the intervention(T1)
|
|
Confidence scale (C-scale)
기간: one month after the intervention(T2)
|
A 5-item scale designed to measure participant's confidence level in performing a nursing skill.
Each item had five responses and the total score ranged 5-25 points.
A higher score indicating that nursing students felt more confident in performing the nursing skill.
|
one month after the intervention(T2)
|
|
Learning Self-Efficacy Scale (L-SES)
기간: Baseline, before the intervention(T0)
|
A 12-item scale designed to measure student's learning self-efficacy for nasogastric tube feeding.
Participants rate each item on a scale from 1 to 5. The total score ranged 12-60 points.
A higher score indicating the nursing students have more confidence in their capability to learn nasogastric tube feeding.
|
Baseline, before the intervention(T0)
|
|
Learning Self-Efficacy Scale (L-SES)
기간: Immediately following after the intervention(T1)
|
A 12-item scale designed to measure student's learning self-efficacy for nasogastric tube feeding.
Participants rate each item on a scale from 1 to 5. The total score ranged 12-60 points.
A higher score indicating the nursing students have more confidence in their capability to learn nasogastric tube feeding.
|
Immediately following after the intervention(T1)
|
|
Learning Self-Efficacy Scale (L-SES)
기간: one month after the intervention(T2)
|
A 12-item scale designed to measure student's learning self-efficacy for nasogastric tube feeding.
Participants rate each item on a scale from 1 to 5. The total score ranged 12-60 points.
A higher score indicating the nursing students have more confidence in their capability to learn nasogastric tube feeding.
|
one month after the intervention(T2)
|
|
Nasogastric tube feeding skill test
기간: three months after the intervention
|
The Nasogastric tube feeding skill test is designed to test nasogastric tube feeding skill performance and competence.
It requires participants to perform NG tube feeding in front of an examiner.
The participants will be asked to demonstrate NG tube feeding in 10 minutes.
The total score ranged 0-100 points.
A higher score indicating the nursing students have a better ability of NG tube feeding.
|
three months after the intervention
|
2차 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
|
Satisfaction questionnaire
기간: Immediately following after the intervention(T1)
|
A 10-item scale designed to measure participant's level of satisfaction in learning materials.
Participants rate each item on a scale from 1 (very dissatisfied) to 5 (very satisfied).
The total score ranged 10-50.
A higher score indicating high level of satisfaction in the learning materials.
|
Immediately following after the intervention(T1)
|
공동 작업자 및 조사자
여기에서 이 연구와 관련된 사람과 조직을 찾을 수 있습니다.
수사관
- 수석 연구원: Yeu-Hui Chuang, Taipei Medical University
간행물 및 유용한 링크
연구에 대한 정보 입력을 담당하는 사람이 자발적으로 이러한 간행물을 제공합니다. 이것은 연구와 관련된 모든 것에 관한 것일 수 있습니다.
일반 간행물
- Zuily S, Phialy L, Sevim E, Germain E, Unlu O, Dufrost V, Risse J, Clerc-Urmes I, Baumann C, Berman JR, Lockshin MD, Wahl D, Erkan D. Impact of antiphospholipid syndrome iBook on medical students' improvement of knowledge: An international randomized controlled study. Eur J Rheumatol. 2019 Sep 5;6(4):207-211. doi: 10.5152/eurjrheum.2019.19030. Print 2019 Oct.
- Stirling A, Birt J. An enriched multimedia eBook application to facilitate learning of anatomy. Anat Sci Educ. 2014 Jan-Feb;7(1):19-27. doi: 10.1002/ase.1373. Epub 2013 May 6.
- Payne KF, Goodson AM, Tahim A, Wharrad HJ, Fan K. Using the iBook in medical education and healthcare settings--the iBook as a reusable learning object; a report of the author's experience using iBooks Author software. J Vis Commun Med. 2012 Dec;35(4):162-9. doi: 10.3109/17453054.2012.747173.
- Liu Y, Chou PL, Lee BO. Effect of an interactive e-book on nursing students' electrocardiogram-related learning achievement: A quasi-experimental design. Nurse Educ Today. 2020 Apr 10;90:104427. doi: 10.1016/j.nedt.2020.104427. Online ahead of print. No abstract available.
- Hsiao CC, Tiao MM, Chen CC. Using interactive multimedia e-Books for learning blood cell morphology in pediatric hematology. BMC Med Educ. 2016 Nov 14;16(1):290. doi: 10.1186/s12909-016-0816-9.
연구 기록 날짜
이 날짜는 ClinicalTrials.gov에 대한 연구 기록 및 요약 결과 제출의 진행 상황을 추적합니다. 연구 기록 및 보고된 결과는 공개 웹사이트에 게시되기 전에 특정 품질 관리 기준을 충족하는지 확인하기 위해 국립 의학 도서관(NLM)에서 검토합니다.
연구 주요 날짜
연구 시작 (실제)
2021년 12월 2일
기본 완료 (실제)
2022년 1월 21일
연구 완료 (실제)
2022년 1월 21일
연구 등록 날짜
최초 제출
2021년 9월 26일
QC 기준을 충족하는 최초 제출
2021년 10월 11일
처음 게시됨 (실제)
2021년 10월 22일
연구 기록 업데이트
마지막 업데이트 게시됨 (실제)
2022년 2월 15일
QC 기준을 충족하는 마지막 업데이트 제출
2022년 2월 13일
마지막으로 확인됨
2021년 9월 1일
추가 정보
이 연구와 관련된 용어
기타 연구 ID 번호
- N202108014
개별 참가자 데이터(IPD) 계획
개별 참가자 데이터(IPD)를 공유할 계획입니까?
아니요
약물 및 장치 정보, 연구 문서
미국 FDA 규제 의약품 연구
아니
미국 FDA 규제 기기 제품 연구
아니
이 정보는 변경 없이 clinicaltrials.gov 웹사이트에서 직접 가져온 것입니다. 귀하의 연구 세부 정보를 변경, 제거 또는 업데이트하도록 요청하는 경우 register@clinicaltrials.gov. 문의하십시오. 변경 사항이 clinicaltrials.gov에 구현되는 즉시 저희 웹사이트에도 자동으로 업데이트됩니다. .
Interactive e-book에 대한 임상 시험
-
The Hong Kong Polytechnic UniversityNethersole Institute of Continuing Holistic Health Education (NICHE)완전한
-
Oslo University HospitalThe Research Council of Norway완전한림프종 | 백혈병 | 암 | 줄기세포 이식
-
University of Nevada, RenoUniversity of Nevada, Las Vegas완전한
-
Chinese University of Hong KongPeking University Sixth Hospital완전한
-
Pennington Biomedical Research CenterUniversity of California, Los Angeles; United States Department of Agriculture (USDA)완전한
-
Antoine FourréUniversiteit Antwerpen; University of Mons; University of Picardie Jules Verne완전한