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Sequential Case Triangle-Based Learning and Psychosocial Care Competency in Nursing Students

30 lipca 2026 zaktualizowane przez: Seda Er, Medipol University

Effect of Sequential Case Triangle-Based Project-Based Learning on Psychosocial Care Competency, Cooperative Learning, and Clinical Reasoning in Nursing Students

This study will look at whether a teaching method called "Sequential Case Triangle-Based Project-Based Learning" helps nursing students learn psychosocial care skills better. The study will take place during a Psychosocial Nursing course for fourth-year nursing students. Students will be divided into groups. Each group will work on one part of a patient case (creating the case, assessing it, or planning nursing care) using short role-play videos, building on the work of the group before them. Before and after the course, students will complete surveys measuring their psychosocial care competency, teamwork (cooperative learning) skills, and clinical reasoning skills. The study will compare students' scores before and after the course to see if this teaching method improved these skills.

Przegląd badań

Status

Zakończony

Warunki

Interwencja / Leczenie

Szczegółowy opis

Background: Nursing education aims to develop critical thinking, problem-solving, and clinical reasoning skills, alongside the ability to provide holistic psychosocial care. Case-based and project-based learning are student-centered strategies shown to support these outcomes, but their combined application in a sequential, team-dependent format has not been widely studied in psychosocial nursing education.

Objective: To evaluate the effect of a Sequential Case Triangle-based project-based learning approach, applied within a Psychosocial Nursing course, on nursing students' self-assessed psychosocial care competency, cooperative learning, and clinical reasoning levels.

Hypotheses:

H1: Students' psychosocial care competency self-assessment scores will increase after the intervention.

H2: Students' cooperative learning scores will increase after the intervention. H3: Students' clinical reasoning levels will increase after the intervention.

Design: Single-group, pretest-posttest quasi-experimental design.

Setting: Fourth-year nursing students enrolled in the "Psychosocial Nursing" elective course (Turkish-medium and English-medium sections) at Istanbul Medipol University, Faculty of Health Sciences, Department of Nursing, during the 2025-2026 spring semester.

Intervention: Over the 15-week course, the class was divided into 20 main groups of 9 to 12 students each (179 participants in total), and every main group was split into three subgroups responsible for a sequential stage of the nursing process: case creation (depicting psychosocial responses to illness), psychosocial assessment, and planning/implementing psychosocial nursing interventions. Each subgroup prepared a short role-play video for its stage and submitted it to the course instructor, who forwarded it unedited to the next subgroup. Subgroups had no access to or prior knowledge of the case content created by the preceding subgroup; each stage was developed solely on the basis of the video received, without the ability to view or revise earlier work. In the final stage, the three videos were combined into one case narrative and discussed in class.

Outcomes were assessed using validated self-report instruments, administered face-to-face at baseline (course week 1) and post-intervention (course week 15).

Statistical Analysis: Data were analyzed using SPSS 22.0. Descriptive statistics (mean, SD, median, min-max for quantitative variables; frequency and percentage for categorical variables) were reported. Pretest-posttest comparisons used the paired-samples t-test; group comparisons used the Student's t-test (two groups) or one-way ANOVA with Bonferroni post-hoc test (three or more groups); associations between variables were assessed with Pearson correlation. Significance was set at p<0.05, 95% confidence interval.

Typ studiów

Interwencyjne

Zapisy (Rzeczywisty)

179

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)
    • Kavacık
      • Istanbul, Kavacık, Turcja (Türkiye), 34810
        • Istanbul Medipol University

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

  • Dziecko
  • Dorosły
  • Starszy dorosły

Akceptuje zdrowych ochotników

Tak

Opis

Inclusion Criteria:

  • Enrolled in the "Psychosocial Nursing" elective course
  • Willing to voluntarily participate in the study and sign the Informed Consent Form

Exclusion Criteria:

  • Unable to complete the course (e.g., more than five absences, failure to submit the project assignment, or withdrawal from the course)

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: Nie dotyczy
  • Model interwencyjny: Zadanie dla jednej grupy
  • Maskowanie: Brak (otwarta etykieta)

Broń i interwencje

Grupa uczestników / Arm
Interwencja / Leczenie
Eksperymentalny: Grupa eksperymentalna
Behawioralne: Sequential Case Triangle Based Project
Intervention: Over the 15-week course, the class was divided into 20 main groups of 9 to 12 students each and every main group was split into three subgroups responsible for a sequential stage of the nursing process: case creation (depicting psychosocial responses to illness), psychosocial assessment, and planning/implementing psychosocial nursing interventions. Each subgroup prepared a short role-play video for its stage and submitted it to the course instructor, who forwarded it unedited to the next subgroup. Subgroups had no access to or prior knowledge of the case content created by the preceding subgroup; each stage was developed solely on the basis of the video received, without the ability to view or revise earlier work. In the final stage, the three videos were combined into one case narrative and discussed in class.
Inne nazwy:
  • Sequential Case Triangle-Based Project-Based Learning Approach

Co mierzy badanie?

Podstawowe miary wyniku

Miara wyniku
Opis środka
Ramy czasowe
Psychosocial Care Competency Self-Assessment
Ramy czasowe: Baseline (course week 1) and post-intervention (course week 15)
The Psychosocial Care Competency Self-Assessment Scale is an 18-item, 5-point Likert-type self-report scale with four subscales (symptom identification, use of knowledge, intervention, and diagnosis). Total scores range from 18 (minimum) to 90 (maximum), with higher scores indicating better self-assessed psychosocial care competency.
Baseline (course week 1) and post-intervention (course week 15)
Clinical Reasoning
Ramy czasowe: Baseline (course week 1) and post-intervention (course week 15)
The Clinical Reasoning Scale for Nursing Students is a 16-item, 5-point Likert-type self-report scale with four subscales (awareness of clinical clues, verification of clinical problems, action determination and implementation, and evaluation and reflection). Total scores range from 16 (minimum) to 80 (maximum), with higher scores indicating a higher level of clinical reasoning.
Baseline (course week 1) and post-intervention (course week 15)

Miary wyników drugorzędnych

Miara wyniku
Opis środka
Ramy czasowe
Cooperative Learning
Ramy czasowe: Baseline (course week 1) and post-intervention (course week 15)
The Cooperative Learning Scale is a 15-item, 5-point Likert-type self-report scale with five factors (interpersonal skills, group processing, positive interdependence, supportive interaction, and individual accountability), with no reverse-scored items. Total scores range from 15 (minimum) to 75 (maximum), with higher scores indicating higher cooperative learning skills.
Baseline (course week 1) and post-intervention (course week 15)

Współpracownicy i badacze

Tutaj znajdziesz osoby i organizacje zaangażowane w to badanie.

Sponsor

Medipol University

Śledczy

  • Krzesło do nauki: Seda Er, Medipol 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

  • Thought process Thought process 2,000 karakter sınırına uyacak şekilde sadece ölçeklerin geçerlik/uyarlama kaynaklarını seçtim (arka plan/literatür atıflarını çıkardım): Karataş, H., Kelleci, M.; Psikososyal Bakım Yetkinliği Öz Değerlendirme Ölçeği'nin geliştirilmesi geçerlik ve güvenirlik çalışması; Psikiyatri Hemşireliği Dergisi; 2021; 12(3); 263-271. Fernandez-Rio, J., Cecchini, J. A., Morgan, K., Mendez-Gimenez, A., Lloyd, R.; Validation of the cooperative learning scale and cooperation global factor using bifactor structural equation modelling; Psicología Educativa; 2022; 28(2); 91-97. Güngör, P., Kaya Uyanık, G., Yeşil, R.; İşbirlikli Öğrenme Ölçeği: Türkçeye Uyarlama Çalışması; MANAS Sosyal Araştırmalar Dergisi; 2025; 14(Eğitim Bilimleri Ek Sayısı); 31-49. Huang, H. M., Huang, C. Y., Lin, K. C., Yu, C. H., Cheng, S. F.; Development and psychometric testing of the clinical reasoning scale among nursing students enrolled in three types of programs in Taiwan; Journal of Nursing Research; 2023; 31(2); e263. Bal, B., Kaba, N. K., Öztürk, H.; Hemşirelik Öğrencileri için Klinik Muhakeme Ölçeğinin Türkçe Geçerliği ve Güvenirliği: Bir Metodolojik Çalışma; Journal of Nursology; 2024; 27(2); 129-135.

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)

9 lutego 2026

Zakończenie podstawowe (Rzeczywisty)

18 maja 2026

Ukończenie studiów (Rzeczywisty)

18 maja 2026

Daty rejestracji na studia

Pierwszy przesłany

26 lipca 2026

Pierwszy przesłany, który spełnia kryteria kontroli jakości

26 lipca 2026

Pierwszy wysłany (Rzeczywisty)

30 lipca 2026

Aktualizacje rekordów badań

Ostatnia wysłana aktualizacja (Rzeczywisty)

31 lipca 2026

Ostatnia przesłana aktualizacja, która spełniała kryteria kontroli jakości

30 lipca 2026

Ostatnia weryfikacja

1 lipca 2026

Więcej informacji

Terminy związane z tym badaniem

Słowa kluczowe

Inne numery identyfikacyjne badania

  • E-10840098-50.04-1698

Plan dla danych uczestnika indywidualnego (IPD)

Planujesz udostępniać dane poszczególnych uczestników (IPD)?

NIE

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 .

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