Impact of Innovation Workshop-Integrated Outcome-Based Education on Critical Thinking and Innovation Skills Among Nursing Students: A Mixed-Methods Study
This mixed-methods study aims to evaluate the effectiveness of workshop-integrated Outcome-Based Education (OBE) implemented within a Project Planning Course on nursing students' critical thinking motivation and individual innovativeness. The intervention combines outcome-oriented learning objectives with innovation-focused workshop activities, enabling students to develop research projects or patent/utility model proposals through collaborative and experiential learning.
A total of 50 third-year nursing students will participate in the study. Students enrolled in the Project Planning Course will form the intervention group, while students taking other elective courses will serve as the control group. Quantitative data will be collected before and after the course using validated measures of critical thinking motivation and individual innovativeness. In addition, semi-structured interviews will be conducted with students in the intervention group to explore their experiences and perceptions of the workshop-based learning process.
The findings are expected to provide evidence on the effectiveness of innovation workshop-integrated Outcome-Based Education in fostering critical thinking, innovation skills, and professional development among nursing students.
연구 개요
상세 설명
Nursing education is increasingly expected to prepare graduates who can think critically, solve complex healthcare problems, and develop innovative solutions in rapidly evolving clinical environments. Outcome-Based Education (OBE) has emerged as an educational framework that focuses on achieving predefined learning outcomes and developing competencies required for professional practice. In parallel, workshop-based learning approaches promote active participation, collaborative problem-solving, and experiential learning.
Within nursing education, project planning courses offer opportunities for students to transform theoretical knowledge into practical outputs through research development and innovation-oriented activities. However, evidence regarding the effectiveness of integrating workshop-based learning with Outcome-Based Education in improving critical thinking and innovation skills among nursing students remains limited.
This study evaluates an educational model that combines OBE principles with innovation-focused workshop activities in a Project Planning Course. Throughout the course, students participate in structured learning activities involving project development, evidence-based nursing, research methodology, innovation, technology readiness assessment, and patent/utility model development. Working in small groups under faculty supervision, students identify real-world healthcare problems and develop feasible research or innovation proposals.
A convergent mixed-methods approach is used to provide a comprehensive evaluation of the educational intervention. Quantitative data are collected to assess changes in critical thinking motivation and individual innovativeness, while qualitative interviews explore students' experiences, perceived learning gains, and reflections on the workshop process. The integration of quantitative and qualitative findings will provide a deeper understanding of how workshop-integrated Outcome-Based Education contributes to the development of competencies considered essential for contemporary nursing practice.
The results of this study may inform curriculum development and support the implementation of innovative educational strategies designed to prepare nursing students for future professional and healthcare challenges.
연구 유형
등록 (실제)
단계
- 해당 없음
연락처 및 위치
연구 장소
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Istanbul, 터키 (Türkiye)
- Istanbul University Faculty of Nursing
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참여기준
자격 기준
공부할 수 있는 나이
- 성인
- 고령자
건강한 자원 봉사자를 받아들입니다
설명
Inclusion Criteria:
- Being a third-year undergraduate nursing student
- Being 18 years of age or older
- Voluntarily agreeing to participate in the study
Exclusion Criteria:
- Being younger than 18 years of age
- Not agreeing to participate in the study
- Providing incomplete responses to the data collection forms
- Withdrawing from the study before completion
공부 계획
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: Workshop-Integrated Outcome-Based Education
Intervention Arm Description: Participants in this arm will receive a workshop-integrated Outcome-Based Education intervention through a 14-week Project Planning Course.
The course includes training on project development, evidence-based nursing, research methodology, innovation, technology readiness levels, and patent/utility model development.
During workshop sessions, students work collaboratively in small groups under faculty supervision to identify healthcare-related problems and develop research projects or innovative solutions.
The educational approach emphasizes active learning, problem-solving, critical thinking, and innovation-oriented outcomes.
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This intervention combines Outcome-Based Education with innovation-focused workshops delivered through a 14-week Project Planning Course.
Students participate in project development, problem-solving, and innovation activities under faculty supervision to enhance critical thinking and individual innovativeness.
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간섭 없음: Standard Elective Education
Participants in this arm will be students who do not enroll in the Project Planning Course and instead attend other elective courses offered during the same semester.
These courses are comparable in terms of workload and credit hours but do not include structured project development activities, innovation workshops, research proposal preparation, or patent/utility model development components.
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연구는 무엇을 측정합니까?
주요 결과 측정
결과 측정 |
측정값 설명 |
기간 |
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Critical Thinking Motivation
기간: Baseline (Week 1) and post-intervention (Week 14)
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Change in students' critical thinking motivation measured using the Critical Thinking Motivation Scale (CTMS).
The CTMS is a six-point Likert-type measurement tool developed by Valenzuela et al. (2011) to assess motivation toward specific critical thinking tasks.
The Turkish adaptation was conducted by Dönmez and Kaya (2016).
The scale consists of 19 items grouped under five factors and is structured into two main sub-dimensions: "expectation" and "value."
Each item is rated on a scale from 1 to 6.
The total score for each sub-dimension is obtained by averaging the item scores within that sub-dimension.
The Cronbach's alpha reliability coefficient of the scale has been reported as 0.90.
Higher scores on the scale reflect a greater level of motivation for critical thinking, whereas lower scores indicate a diminished motivation for critical thinking.
In this study, Cronbach's alpha was found to be 0.86.
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Baseline (Week 1) and post-intervention (Week 14)
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Individual Innovativeness Scale
기간: Baseline and immediately after completion of the 14-week intervention
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The IIS was developed by Hurt et al. (1977) to assess individuals' levels of innovativeness and was later adapted into Turkish by Kılıçer and Odabaşı (2010).
The scale consists of 20 items grouped into four factors: Resistance to Change, which reflects individuals' concerns about innovation and change; Opinion Leadership, representing qualities that distinguish individuals from others in their group; Openness to Experience, measuring individuals' willingness to seek and try new innovations; and Risk-Taking, assessing individuals' motivation to persist despite uncertainties.
The scale is based on a five-point Likert-type response system.
The Cronbach's alpha internal consistency coefficient for the scale has been reported as 0.82.
Based on the calculated scores, individuals are categorized as follows: Innovators: >80 points, Early Adopters: 69-80 points, Early Majority (Questioners): 57-68 points, Late Majority (Skeptics): 46-56 points, Laggards (Traditionalists): <46 points.
In this s
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Baseline and immediately after completion of the 14-week intervention
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2차 결과 측정
결과 측정 |
측정값 설명 |
기간 |
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Participants' experiences with the workshop-based project planning course
기간: Week 14 (upon completion of the course)
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Participants' experiences, perceptions, and perceived learning outcomes will be assessed using individual semi-structured interviews.
Interview transcripts will be analyzed using reflexive thematic analysis to identify common themes related to critical thinking, innovation, research competence, and the learning process.
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Week 14 (upon completion of the course)
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공동 작업자 및 조사자
간행물 및 유용한 링크
일반 간행물
- Aley M, Lee R, Wang J, Wang J, Zheng S. Project-based learning and student outcomes in health professions education: A literature review. Health Professions Education. 2023;9(3):251-266.
- Gao L, Lu Q, Hou X, Ou J, Wang M. Effectiveness of a nursing innovation workshop at enhancing nurses' innovation abilities: A quasi-experimental study. Nurs Open. 2022 Jan;9(1):418-427. doi: 10.1002/nop2.1080. Epub 2021 Oct 23.
- Bahari G, Alenazi L, Alkathiri AM. The implementation of artificial intelligence in nursing education and its psychological impact on nursing students: A cross-sectional study. Nurse Educ Today. 2025 Oct;153:106816. doi: 10.1016/j.nedt.2025.106816. Epub 2025 Jun 19.
연구 기록 날짜
연구 주요 날짜
연구 시작 (실제)
기본 완료 (실제)
연구 완료 (실제)
연구 등록 날짜
최초 제출
QC 기준을 충족하는 최초 제출
처음 게시됨 (실제)
연구 기록 업데이트
마지막 업데이트 게시됨 (실제)
QC 기준을 충족하는 마지막 업데이트 제출
마지막으로 확인됨
추가 정보
이 연구와 관련된 용어
기타 연구 ID 번호
- 2026-1
개별 참가자 데이터(IPD) 계획
개별 참가자 데이터(IPD)를 공유할 계획입니까?
IPD 계획 설명
약물 및 장치 정보, 연구 문서
미국 FDA 규제 의약품 연구
미국 FDA 규제 기기 제품 연구
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간호교육에 대한 임상 시험
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Centre Hospitalier Universitaire Dijon완전한