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Teaching Diabetes Management Using Two Different Methods (Teaching)

30. april 2026 oppdatert av: 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.

Studieoversikt

Status

Fullført

Forhold

Intervensjon / Behandling

Detaljert beskrivelse

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.

Studietype

Intervensjonell

Registrering (Faktiske)

88

Fase

  • Ikke aktuelt

Kontakter og plasseringer

Denne delen inneholder kontaktinformasjon for de som utfører studien, og informasjon om hvor denne studien blir utført.

Studiesteder

Deltakelseskriterier

Forskere ser etter personer som passer til en bestemt beskrivelse, kalt kvalifikasjonskriterier. Noen eksempler på disse kriteriene er en persons generelle helsetilstand eller tidligere behandlinger.

Kvalifikasjonskriterier

Alder som er kvalifisert for studier

  • Voksen
  • Eldre voksen

Tar imot friske frivillige

Ja

Beskrivelse

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.

Studieplan

Denne delen gir detaljer om studieplanen, inkludert hvordan studien er utformet og hva studien måler.

Hvordan er studiet utformet?

Designdetaljer

  • Primært formål: Annen
  • Tildeling: Ikke-randomisert
  • Intervensjonsmodell: Parallell tildeling
  • Masking: Ingen (Open Label)

Våpen og intervensjoner

Deltakergruppe / Arm
Intervensjon / Behandling
Eksperimentell: 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.
Annen: 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.
Eksperimentell: 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.
Annen: 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.
Ingen inngripen: 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.

Hva måler studien?

Primære resultatmål

Resultatmål
Tiltaksbeskrivelse
Tidsramme
Diabetes Knowledge Test
Tidsramme: 4 week
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.
4 week
Critical Thinking Tendency Scale
Tidsramme: 4 week
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.
4 week
Self-Efficacy Scale
Tidsramme: 4 week
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.
4 week

Samarbeidspartnere og etterforskere

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Sponsor

Amasya University

Studierekorddatoer

Disse datoene sporer fremdriften for innsending av studieposter og sammendragsresultater til ClinicalTrials.gov. Studieposter og rapporterte resultater gjennomgås av National Library of Medicine (NLM) for å sikre at de oppfyller spesifikke kvalitetskontrollstandarder før de legges ut på det offentlige nettstedet.

Studer hoveddatoer

Studiestart (Faktiske)

15. oktober 2025

Primær fullføring (Faktiske)

15. desember 2025

Studiet fullført (Faktiske)

16. januar 2026

Datoer for studieregistrering

Først innsendt

24. april 2026

Først innsendt som oppfylte QC-kriteriene

30. april 2026

Først lagt ut (Faktiske)

4. mai 2026

Oppdateringer av studieposter

Sist oppdatering lagt ut (Faktiske)

4. mai 2026

Siste oppdatering sendt inn som oppfylte QC-kriteriene

30. april 2026

Sist bekreftet

1. april 2026

Mer informasjon

Begreper knyttet til denne studien

Andre studie-ID-numre

  • AU-689
  • NU689 (Annen identifikator: Amasya U)

Legemiddel- og utstyrsinformasjon, studiedokumenter

Studerer et amerikansk FDA-regulert medikamentprodukt

Nei

Studerer et amerikansk FDA-regulert enhetsprodukt

Nei

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