Teaching Diabetes Management Using Two Different Methods (Teaching)
2026년 4월 30일 업데이트: 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.
연구 개요
상세 설명
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.
연구 유형
중재적
등록 (실제)
88
단계
- 해당 없음
연락처 및 위치
이 섹션에서는 연구를 수행하는 사람들의 연락처 정보와 이 연구가 수행되는 장소에 대한 정보를 제공합니다.
연구 장소
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Amasya, 터키 (Türkiye)
- AmasyaU
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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
- 성인
- 고령자
건강한 자원 봉사자를 받아들입니다
예
설명
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.
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: 무작위화되지 않음
- 중재 모델: 병렬 할당
- 마스킹: 없음(오픈 라벨)
무기와 개입
참가자 그룹 / 팔 |
개입 / 치료 |
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실험적: 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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실험적: 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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간섭 없음: 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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연구는 무엇을 측정합니까?
주요 결과 측정
결과 측정 |
측정값 설명 |
기간 |
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Diabetes Knowledge Test
기간: 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
기간: 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
기간: 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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공동 작업자 및 조사자
여기에서 이 연구와 관련된 사람과 조직을 찾을 수 있습니다.
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)
2025년 10월 15일
기본 완료 (실제)
2025년 12월 15일
연구 완료 (실제)
2026년 1월 16일
연구 등록 날짜
최초 제출
2026년 4월 24일
QC 기준을 충족하는 최초 제출
2026년 4월 30일
처음 게시됨 (실제)
2026년 5월 4일
연구 기록 업데이트
마지막 업데이트 게시됨 (실제)
2026년 5월 4일
QC 기준을 충족하는 마지막 업데이트 제출
2026년 4월 30일
마지막으로 확인됨
2026년 4월 1일
추가 정보
이 연구와 관련된 용어
기타 연구 ID 번호
- AU-689
- NU689 (기타 식별자: Amasya U)
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