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Impact of Innovation Workshop-Integrated Outcome-Based Education on Critical Thinking and Innovation Skills Among Nursing Students: A Mixed-Methods Study

14 lipca 2026 zaktualizowane przez: Merve Tuncer, Istanbul University

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.

Przegląd badań

Status

Zakończony

Warunki

Interwencja / Leczenie

Szczegółowy opis

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.

Typ studiów

Interwencyjne

Zapisy (Rzeczywisty)

52

Faza

  • Nie dotyczy

Kontakty i lokalizacje

Ta sekcja zawiera dane kontaktowe osób prowadzących badanie oraz informacje o tym, gdzie badanie jest przeprowadzane.

Lokalizacje studiów

  • Turcja (Türkiye)
      • Istanbul, Turcja (Türkiye)
        • Istanbul University Faculty of Nursing

Kryteria uczestnictwa

Badacze szukają osób, które pasują do określonego opisu, zwanego kryteriami kwalifikacyjnymi. Niektóre przykłady tych kryteriów to ogólny stan zdrowia danej osoby lub wcześniejsze leczenie.

Kryteria kwalifikacji

Wiek uprawniający do nauki

  • Dorosły
  • Starszy dorosły

Akceptuje zdrowych ochotników

Tak

Opis

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

Plan studiów

Ta sekcja zawiera szczegółowe informacje na temat planu badania, w tym sposób zaprojektowania badania i jego pomiary.

Jak projektuje się badanie?

Szczegóły projektu

  • Główny cel: Inny
  • Przydział: Nielosowe
  • Model interwencyjny: Przydział równoległy
  • Maskowanie: Brak (otwarta etykieta)

Broń i interwencje

Grupa uczestników / Arm
Interwencja / Leczenie
Eksperymentalny: 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.
Inny: Workshop-Integrated Outcome-Based Education
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.
Brak interwencji: 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.

Co mierzy badanie?

Podstawowe miary wyniku

Miara wyniku
Opis środka
Ramy czasowe
Critical Thinking Motivation
Ramy czasowe: Baseline (Week 1) and post-intervention (Week 14)
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.
Baseline (Week 1) and post-intervention (Week 14)
Individual Innovativeness Scale
Ramy czasowe: Baseline and immediately after completion of the 14-week intervention
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
Baseline and immediately after completion of the 14-week intervention

Miary wyników drugorzędnych

Miara wyniku
Opis środka
Ramy czasowe
Participants' experiences with the workshop-based project planning course
Ramy czasowe: Week 14 (upon completion of the course)
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.
Week 14 (upon completion of the course)

Współpracownicy i badacze

Tutaj znajdziesz osoby i organizacje zaangażowane w to badanie.

Sponsor

Istanbul University

Publikacje i pomocne linki

Osoba odpowiedzialna za wprowadzenie informacji o badaniu dobrowolnie udostępnia te publikacje. Mogą one dotyczyć wszystkiego, co jest związane z badaniem.

Publikacje ogólne

Daty zapisu na studia

Daty te śledzą postęp w przesyłaniu rekordów badań i podsumowań wyników do ClinicalTrials.gov. Zapisy badań i zgłoszone wyniki są przeglądane przez National Library of Medicine (NLM), aby upewnić się, że spełniają określone standardy kontroli jakości, zanim zostaną opublikowane na publicznej stronie internetowej.

Główne daty studiów

Rozpoczęcie studiów (Rzeczywisty)

18 lutego 2026

Zakończenie podstawowe (Rzeczywisty)

22 maja 2026

Ukończenie studiów (Rzeczywisty)

22 maja 2026

Daty rejestracji na studia

Pierwszy przesłany

7 czerwca 2026

Pierwszy przesłany, który spełnia kryteria kontroli jakości

14 lipca 2026

Pierwszy wysłany (Rzeczywisty)

17 lipca 2026

Aktualizacje rekordów badań

Ostatnia wysłana aktualizacja (Rzeczywisty)

17 lipca 2026

Ostatnia przesłana aktualizacja, która spełniała kryteria kontroli jakości

14 lipca 2026

Ostatnia weryfikacja

1 czerwca 2026

Więcej informacji

Terminy związane z tym badaniem

Słowa kluczowe

Inne numery identyfikacyjne badania

  • 2026-1

Plan dla danych uczestnika indywidualnego (IPD)

Planujesz udostępniać dane poszczególnych uczestników (IPD)?

NIE

Opis planu IPD

Individual participant data will not be made publicly available because the study involves a small sample of students from a single institution, which may increase the risk of participant identification. Only aggregated and anonymized study findings will be reported in publications and presentations.

Informacje o lekach i urządzeniach, dokumenty badawcze

Bada produkt leczniczy regulowany przez amerykańską FDA

Nie

Bada produkt urządzenia regulowany przez amerykańską FDA

Nie

Te informacje zostały pobrane bezpośrednio ze strony internetowej clinicaltrials.gov bez żadnych zmian. Jeśli chcesz zmienić, usunąć lub zaktualizować dane swojego badania, skontaktuj się z register@clinicaltrials.gov. Gdy tylko zmiana zostanie wprowadzona na stronie clinicaltrials.gov, zostanie ona automatycznie zaktualizowana również na naszej stronie internetowej .

Badania kliniczne na Edukacji Pielęgniarskiej

Badania kliniczne na Workshop-Integrated Outcome-Based Education

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