Evaluation of the Effectiveness of the Pecha Kucha-Supported Microteaching Method in Nursing Process Education
30 juni 2026 uppdaterad av: Sevim Uzuncan, Istanbul University - Cerrahpasa
This randomized controlled study aims to evaluate the effectiveness of the Pecha Kucha-supported microteaching method in nursing process education among first-year nursing students.
Participants will be randomly assigned to either an intervention group receiving Pecha Kucha-supported microteaching or a control group receiving traditional instruction.
The effects of the intervention on nursing process competencies and learning motivation will be evaluated.
Studieöversikt
Status
Aktiv, inte rekryterande
Betingelser
Intervention / Behandling
Detaljerad beskrivning
The nursing process is a systematic and scientific method that guides nursing care. Developing nursing students' competencies in the nursing process is essential for providing high-quality patient care. Innovative teaching methods may enhance students' learning experiences and improve educational outcomes.
This randomized controlled study aims to evaluate the effectiveness of the Pecha Kucha-supported microteaching method in nursing process education among first-year nursing students. Participants will be randomly assigned to an intervention group or a control group. The intervention group will receive Pecha Kucha-supported microteaching, while the control group will receive traditional instruction. Following the educational intervention, students will prepare nursing care plans during their clinical practice.
Outcomes will be evaluated using a Nursing Process Knowledge Form, the Instructional Materials Motivation Survey, and the Quality of Nursing Diagnoses, Interventions and Outcomes (Q-DIO) instrument. The study will assess the effects of the intervention on nursing process competencies and learning motivation.
Studietyp
Interventionell
Inskrivning (Faktisk)
100
Fas
- Inte tillämpbar
Kontakter och platser
Det här avsnittet innehåller kontaktuppgifter för dem som genomför studien och information om var denna studie genomförs.
Studieorter
-
-
Avcılar
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Istanbul, Avcılar, Turkiet (Türkiye), 34310
- Istanbul University-Cerrahpasa, Florence Nightingale Faculty of Nursing
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Deltagandekriterier
Forskare letar efter personer som passar en viss beskrivning, så kallade behörighetskriterier. Några exempel på dessa kriterier är en persons allmänna hälsotillstånd eller tidigare behandlingar.
Urvalskriterier
Åldrar som är berättigade till studier
- Vuxen
- Äldre vuxen
Tar emot friska volontärer
Ja
Beskrivning
Inclusion Criteria:
- First-year nursing students
- Successfully completed prerequisite nursing courses
- Grade point average (GPA) of 1.80 or higher
- Voluntary agreement to participate in the study
- Providing written informed consent
Exclusion Criteria:
- Students repeating the course
- Graduates of Vocational School of Health Services programs
- Withdrawal from the study at any stage
- Failure to complete study assessments or data collection forms
Studieplan
Det här avsnittet ger detaljer om studieplanen, inklusive hur studien är utformad och vad studien mäter.
Hur är studien utformad?
Designdetaljer
- Primärt syfte: Hälsovårdsforskning
- Tilldelning: Randomiserad
- Interventionsmodell: Parallellt uppdrag
- Maskning: Ingen (Open Label)
Vapen och interventioner
Deltagargrupp / Arm |
Intervention / Behandling |
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Experimentell: Experimental Group
Nursing students who received a brief refresher lecture on the nursing process and participated in Pecha Kucha-supported microteaching activities based on case scenarios.
Students subsequently prepared individual nursing care plans during clinical practice.
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Nursing students first received a brief refresher lecture on the nursing process.
The experimental group, consisting of 50 students, was then divided into five groups of 10 students each.
Each group was assigned a case scenario and a nursing diagnosis.
Students were asked to prepare a presentation using the Pecha Kucha-supported microteaching method based on the assigned case and nursing diagnosis.
One student from each group delivered the presentation on behalf of the group.
Feedback sessions were conducted following the presentations.
Subsequently, students prepared individual nursing care plans for patients cared for during clinical practice.
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Aktiv komparator: Control Group
Nursing students who received a brief refresher lecture on the nursing process and prepared group nursing care plans based on case scenarios.
Students subsequently prepared individual nursing care plans during clinical practice.
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Nursing students first received a brief refresher lecture on the nursing process.
The control group, consisting of 50 students, was then divided into five groups of 10 students each.
Each group was assigned a case scenario and a nursing diagnosis.
Students were asked to collaboratively prepare a nursing care plan based on the assigned case and nursing diagnosis.
Following this activity, students prepared individual nursing care plans for patients cared for during clinical practice.
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Vad mäter studien?
Primära resultatmått
Resultatmått |
Åtgärdsbeskrivning |
Tidsram |
|---|---|---|
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Quality of Nursing Diagnoses, Interventions and Outcomes
Tidsram: After completion of the educational intervention (approximately 4 weeks after baseline) and at the end of the clinical practice period (approximately 12 weeks after baseline).
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The quality of nursing care plans will be evaluated using the Quality of Nursing Diagnoses, Interventions and Outcomes (Q-DIO) instrument.
The Q-DIO is a 29-item instrument designed to assess the quality of nursing documentation, including nursing diagnoses, nursing interventions, and nursing-sensitive patient outcomes.
The instrument consists of four domains: Nursing Diagnoses as Process, Nursing Diagnoses as Outcomes, Nursing Interventions, and Nursing-Sensitive Patient Outcomes.
Higher scores indicate higher quality and more comprehensive documentation of nursing diagnoses, interventions, and patient outcomes in nursing care plans.
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After completion of the educational intervention (approximately 4 weeks after baseline) and at the end of the clinical practice period (approximately 12 weeks after baseline).
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Sekundära resultatmått
Resultatmått |
Åtgärdsbeskrivning |
Tidsram |
|---|---|---|
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Nursing Process Knowledge Level Assessment Form
Tidsram: At baseline and at the end of the clinical practice period (approximately 12 weeks after baseline).
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Students' knowledge of the nursing process will be evaluated using the Nursing Process Knowledge Level Assessment Form developed by the researcher.
The form consists of 25 multiple-choice questions.
The questions assess students' knowledge related to the nursing process, including assessment, nursing diagnosis, planning, implementation, and evaluation stages.
The form was reviewed by three experts, and necessary revisions were made in line with expert feedback.
Higher scores indicate a higher level of knowledge regarding the nursing process.
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At baseline and at the end of the clinical practice period (approximately 12 weeks after baseline).
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Instructional Materials Motivation Survey
Tidsram: At the end of the clinical practice period (approximately 12 weeks after baseline).
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Students' learning motivation will be evaluated using the Instructional Materials Motivation Survey (IMMS), which is based on Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model.
The survey consists of 24 items and two subscales: Attention-Relevance and Confidence-Satisfaction.
The Attention-Relevance subscale evaluates students' interest in and perceived relevance of the instructional content, whereas the Confidence-Satisfaction subscale assesses students' confidence and satisfaction with the learning experience.
Responses are rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).
Total scores range from 24 to 120, with higher scores indicating higher levels of learning motivation.
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At the end of the clinical practice period (approximately 12 weeks after baseline).
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Samarbetspartners och utredare
Det är här du hittar personer och organisationer som är involverade i denna studie.
Sponsor
Utredare
- Studiestol: Funda Büyükyılmaz, Professor, Istanbul University-Cerrahpasa, Florence Nightingale Faculty of Nursing
Studieavstämningsdatum
Dessa datum spårar framstegen för inlämningar av studieposter och sammanfattande resultat till ClinicalTrials.gov. Studieposter och rapporterade resultat granskas av National Library of Medicine (NLM) för att säkerställa att de uppfyller specifika kvalitetskontrollstandarder innan de publiceras på den offentliga webbplatsen.
Studera stora datum
Studiestart (Faktisk)
9 april 2026
Primärt slutförande (Beräknad)
30 juni 2026
Avslutad studie (Beräknad)
30 juni 2026
Studieregistreringsdatum
Först inskickad
23 juni 2026
Först inskickad som uppfyllde QC-kriterierna
30 juni 2026
Första postat (Faktisk)
1 juli 2026
Uppdateringar av studier
Senaste uppdatering publicerad (Faktisk)
1 juli 2026
Senaste inskickade uppdateringen som uppfyllde QC-kriterierna
30 juni 2026
Senast verifierad
1 juni 2026
Mer information
Termer relaterade till denna studie
Nyckelord
Andra studie-ID-nummer
- 2025-749
Plan för individuella deltagardata (IPD)
Planerar du att dela individuella deltagardata (IPD)?
NEJ
IPD-planbeskrivning
Individual participant data will not be shared because the study involves educational data collected from nursing students, and participant confidentiality and privacy will be protected in accordance with ethical approval and institutional regulations.
Läkemedels- och apparatinformation, studiedokument
Studerar en amerikansk FDA-reglerad läkemedelsprodukt
Nej
Studerar en amerikansk FDA-reglerad produktprodukt
Nej
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