The Effect of Creative Drama Education on Nursing Students' Reflective Thinking and Clinical Decision-Making: A Mixed-Methods Study
研究概览
地位
详细说明
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.
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
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Merkez
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Ağrı、Merkez、土耳其（türkiye）、04100
- Agri Ibrahim Cecen University
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参与标准
资格标准
适合学习的年龄
- 成人
- 年长者
接受健康志愿者
描述
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).
学习计划
研究是如何设计的？
设计细节
- 主要用途：其他
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：三倍
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
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实验性的：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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其他：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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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
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Reflective Thinking
大体时间：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
大体时间：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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合作者和调查者
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
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