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Three Teaching Strategies in Nursing Education: Effects on Learning and Knowledge Retention

2026년 5월 13일 업데이트: Zehra Aydin, Atlas University

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.

연구 개요

상태

아직 모집하지 않음

정황

개입 / 치료

상세 설명

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.

연구 유형

중재적

등록 (추정된)

90

단계

  • 해당 없음

연락처 및 위치

이 섹션에서는 연구를 수행하는 사람들의 연락처 정보와 이 연구가 수행되는 장소에 대한 정보를 제공합니다.

연구 연락처

연구 장소

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:

  • 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.

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: 없음(오픈 라벨)

무기와 개입

참가자 그룹 / 팔
개입 / 치료
실험적: 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.
행동: Pecha Kucha-Based Education
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.
실험적: 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.
행동: Concept Map-Based Education
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.
실험적: 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.
행동: Traditional Education
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.

연구는 무엇을 측정합니까?

주요 결과 측정

결과 측정
측정값 설명
기간
Knowledge Level on Peritoneal Dialysis Catheter Care
기간: Baseline, immediately after the educational intervention, and 4 weeks after the educational intervention
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.
Baseline, immediately after the educational intervention, and 4 weeks after the educational intervention

2차 결과 측정

결과 측정
측정값 설명
기간
Knowledge Retention on Peritoneal Dialysis Catheter Care
기간: Immediately after the educational intervention and 4 weeks after the educational intervention
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.
Immediately after the educational intervention and 4 weeks after the educational intervention
Learning Satisfaction and Learning Experience
기간: Immediately after the educational intervention
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.
Immediately after the educational intervention
Perceived Cognitive Load
기간: Immediately after the educational intervention
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.
Immediately after the educational intervention

공동 작업자 및 조사자

여기에서 이 연구와 관련된 사람과 조직을 찾을 수 있습니다.

스폰서

Atlas 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

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 (추정된)

2026년 5월 25일

기본 완료 (추정된)

2026년 6월 30일

연구 완료 (추정된)

2026년 8월 30일

연구 등록 날짜

최초 제출

2026년 5월 8일

QC 기준을 충족하는 최초 제출

2026년 5월 13일

처음 게시됨 (실제)

2026년 5월 20일

연구 기록 업데이트

마지막 업데이트 게시됨 (실제)

2026년 5월 20일

QC 기준을 충족하는 마지막 업데이트 제출

2026년 5월 13일

마지막으로 확인됨

2026년 5월 1일

추가 정보

이 연구와 관련된 용어

키워드

기타 연구 ID 번호

  • 23.02.2026- 02/77

개별 참가자 데이터(IPD) 계획

개별 참가자 데이터(IPD)를 공유할 계획입니까?

아니요

IPD 계획 설명

Individual participant data will not be shared publicly because the study will include educational assessment data from nursing students. Only aggregated and anonymized results will be reported.

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. .

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