The Effect of Creative Drama Education on Nursing Students' Reflective Thinking and Clinical Decision-Making: A Mixed-Methods Study
Studie Overzicht
Toestand
Conditie
Interventie / Behandeling
Gedetailleerde beschrijving
Reflective thinking and clinical decision-making are essential competencies for nursing students to deliver safe, evidence-based, and patient-centered care. Active learning approaches are increasingly recommended to improve these competencies during undergraduate nursing education. Creative drama is an experiential teaching method that promotes active participation, critical reflection, communication, empathy, collaboration, and problem-solving through role-playing, improvisation, and group interaction.
This randomized controlled mixed-methods study investigated whether creative drama education improves nursing students' reflective thinking and clinical decision-making compared with conventional case-based discussion. Undergraduate nursing students were randomly allocated to either an experimental group receiving structured creative drama education (n = 40) or a control group receiving case-based discussion sessions (n = 37). Reflective thinking and clinical decision-making were measured before and after the intervention. Subsequently, qualitative interviews were conducted with students in the experimental group to explore their experiences and explain the quantitative findings.
Studietype
Inschrijving (Werkelijk)
Fase
- Niet toepasbaar
Contacten en locaties
Studie Locaties
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Merkez
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Ağrı, Merkez, Turkije (Türkiye), 04100
- Agri Ibrahim Cecen University
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Deelname Criteria
Geschiktheidscriteria
Leeftijden die in aanmerking komen voor studie
- Volwassen
- Oudere volwassene
Accepteert gezonde vrijwilligers
Beschrijving
Inclusion Criteria:
- Undergraduate fourth-year nursing students enrolled in the nursing program.
- Aged 18 years or older.
- Able to communicate in Turkish.
- Available to attend all scheduled educational sessions.
Exclusion Criteria:
- Previous participation in formal creative drama training related to nursing education.
- Failure to attend one or more educational sessions.
- Withdrawal from the study at any stage.
- Incomplete completion of the study questionnaires (pre-test or post-test).
Studie plan
Hoe is de studie opgezet?
Ontwerpdetails
- Primair doel: Ander
- Toewijzing: Gerandomiseerd
- Interventioneel model: Parallelle opdracht
- Masker: Verdrievoudigen
Wapens en interventies
Deelnemersgroep / Arm |
Interventie / Behandeling |
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Experimenteel: Creative Drama-Based Training
Participants received structured creative drama education designed to improve reflective thinking and clinical decision-making through experiential learning, role-playing, improvisation, and group reflection.
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Participants in the experimental group received a structured creative drama education program designed to enhance reflective thinking and clinical decision-making skills.
The intervention consisted of interactive sessions incorporating warm-up activities, improvisation, role-playing, group enactment of realistic nursing scenarios, reflection, and group discussion.
Students actively explored clinical situations by assuming different roles, analyzing patient care problems, and reflecting on their experiences throughout the drama process.
The educational content was standardized and delivered by the same instructor using a predefined creative drama program.
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Ander: Case-Based Discussion
Participants received instructor-guided case discussion sessions covering the same educational objectives using conventional teaching methods.
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Participants in the control group received conventional case-based discussion sessions covering the same learning objectives as the experimental group.
The sessions included instructor-guided analysis of written clinical cases, question-and-answer activities, and group discussions without the use of creative drama techniques or experiential role-play.
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Wat meet het onderzoek?
Primaire uitkomstmaten
Uitkomstmaat |
Maatregel Beschrijving |
Tijdsspanne |
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Reflective Thinking
Tijdsspanne: Baseline and immediately after the intervention.
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Change in reflective thinking scores measured from baseline to immediately after completion of the educational intervention using a validated reflective thinking scale.
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Baseline and immediately after the intervention.
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Clinical Decision-Making
Tijdsspanne: Baseline and immediately after the intervention.
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Change in clinical decision-making scores measured from baseline to immediately after completion of the educational intervention using a validated clinical decision-making scale.
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Baseline and immediately after the intervention.
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Medewerkers en onderzoekers
Sponsor
Studie record data
Bestudeer belangrijke data
Studie start (Werkelijk)
Primaire voltooiing (Werkelijk)
Studie voltooiing (Werkelijk)
Studieregistratiedata
Eerst ingediend
Eerst ingediend dat voldeed aan de QC-criteria
Eerst geplaatst (Werkelijk)
Updates van studierecords
Laatste update geplaatst (Werkelijk)
Laatste update ingediend die voldeed aan QC-criteria
Laatst geverifieerd
Meer informatie
Termen gerelateerd aan deze studie
Trefwoorden
Andere studie-ID-nummers
- AGRSABFTKS003
Plan Individuele Deelnemersgegevens (IPD)
Bent u van plan om gegevens van individuele deelnemers (IPD) te delen?
Informatie over medicijnen en apparaten, studiedocumenten
Bestudeert een door de Amerikaanse FDA gereguleerd geneesmiddel
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