Effects of Structured Clinical Teaching on Nursing Students' Motivation, Learning Strategies, and Attitudes Toward Clinical Practice (SCTN)
The Effect of a Structured Educational Intervention in Clinical Teaching on Nursing Students' Motivation, Learning Strategies, and Clinical Attitudes
This study will evaluate whether a structured clinical teaching approach improves nursing students' motivation, learning strategies, and attitudes toward clinical practice. A total of 137 second-year nursing students will be randomly assigned to either a structured clinical teaching group or a routine clinical teaching group.
The structured clinical teaching group will take part in interactive learning activities such as question-and-answer sessions, discussions, microteaching, concept mapping, structured feedback, and teach-back during a 7-week clinical education period. The control group will continue with the routine clinical teaching process. Participants will complete questionnaires before and after the intervention to assess changes in motivation, learning strategies, and attitudes toward clinical practice.
研究概览
详细说明
This randomized controlled educational intervention study will be conducted with second-year undergraduate nursing students enrolled in the Nursing Education course and participating in clinical practice. Participants who provide informed consent will complete baseline assessments and will then be randomly assigned to either the structured clinical teaching group or the routine clinical teaching group.
The structured clinical teaching intervention will be implemented over 7 weeks. The intervention will include clarification of clinical learning goals, interactive question-and-answer activities, guided discussions, microteaching sessions, structured feedback, concept mapping, use of teaching materials, case-based discussion, reflective sharing, and teach-back during patient education. The control group will continue the routine clinical teaching process according to the standard course implementation.
Motivation and learning strategies will be assessed using the Turkish version of the Motivated Strategies for Learning Questionnaire, and attitudes toward clinical practice will be assessed using the Attitude Toward Clinical Practice Scale for Nursing Students. These measures will be administered before the intervention and again at the end of the 7-week period. The main analyses will compare post-intervention outcomes between groups while accounting for baseline measurements.
研究类型
注册 (估计的)
阶段
- 不适用
联系人和位置
学习联系方式
- 姓名：Melike ERTEM Associate Professor, PhD
- 电话号码：+90 530 252 80 27
- 邮箱：melike_yonder@hotmail.com
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:
- Second-year undergraduate nursing student at Izmir Katip Celebi University
- Enrolled in the Nursing Education course
- Participating in the clinical practice component of the course
- Willing to participate voluntarily in the study
- Providing informed consent
Exclusion Criteria:
- Incomplete completion of the data collection forms
- Failure to participate in either the pre-intervention or post-intervention assessment
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：单身的
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
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实验性的：Structured Clinical Teaching Group
Participants assigned to this arm will receive a 7-week structured clinical teaching intervention in addition to the routine clinical course activities.
The intervention will include clarification of clinical learning goals, interactive question-and-answer sessions, guided discussions, microteaching activities, structured feedback, concept mapping, use of teaching materials, case-based discussion, reflective sharing, and teach-back during patient education.
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The structured clinical teaching intervention is a 7-week educational program delivered during clinical practice.
It combines predefined clinical learning goals with interactive question-and-answer sessions, guided discussions, three microteaching activities, structured feedback from peers and the instructor, concept mapping, use of teaching materials, case-based discussion, reflective sharing, and teach-back during patient education.
The intervention is implemented in addition to the routine clinical course activities and is designed to promote active participation, motivation, use of learning strategies, and positive attitudes toward clinical practice.
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有源比较器：Routine Clinical Teaching Group
Participants assigned to this arm will receive the routine clinical teaching process provided within the Nursing Education course.
Clinical teaching activities will continue according to the standard course implementation without the additional structured teaching components provided to the experimental group.
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Routine clinical teaching provided within the Nursing Education course according to the standard course implementation.
Participants receive the usual clinical teaching activities without the additional structured components used in the experimental group, such as planned microteaching sessions, structured feedback, concept mapping, and teach-back.
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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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Change in Motivation Score on the Motivated Strategies for Learning Questionnaire
大体时间：At baseline, during Week 1 before randomization and intervention, and at the end of Week 7
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Motivation will be assessed using the 31-item motivation section of the Turkish version of the Motivated Strategies for Learning Questionnaire (MSLQ).
Each item is rated on a 7-point Likert scale from 1 to 7. The scale assesses students' motivational orientations toward learning.
Higher scores indicate a higher level of learning motivation.
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At baseline, during Week 1 before randomization and intervention, and at the end of Week 7
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Change in Learning Strategies Score on the Motivated Strategies for Learning Questionnaire
大体时间：At baseline, during Week 1 before randomization and intervention, and at the end of Week 7 immediately after completion of the intervention
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Learning strategies will be assessed using the 50-item learning strategies section of the Turkish version of the Motivated Strategies for Learning Questionnaire (MSLQ).
Each item is rated on a 7-point Likert scale from 1 to 7. The learning strategies section comprises nine subscales assessing students' cognitive, metacognitive, and resource management strategies used during learning.
Subscale scores will be calculated according to the validated scoring procedure.
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At baseline, during Week 1 before randomization and intervention, and at the end of Week 7 immediately after completion of the intervention
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次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Change in Attitude Toward Clinical Practice Score
大体时间：At baseline, during Week 1 before randomization and intervention, and at the end of Week 7 immediately after completion of the intervention
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Attitudes toward clinical practice will be assessed using the 26-item Attitude Toward Clinical Practice Scale for Nursing Students.
Each item is rated on a 5-point Likert scale from 1 to 5. The scale comprises four subscales: beliefs and expectations toward clinical practice, positive approach toward clinical practice, negative approach toward clinical practice, and personal development.
Items 9-12, 22, 24, and 25 are reverse scored.
Higher overall scores indicate more positive attitudes toward clinical practice.
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At baseline, during Week 1 before randomization and intervention, and at the end of Week 7 immediately after completion of 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 (估计的)
初级完成 (估计的)
研究完成 (估计的)
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
与本研究相关的术语
其他研究编号
- SCTN-2026-01
计划个人参与者数据 (IPD)
计划共享个人参与者数据 (IPD)？
IPD 计划说明
IPD 共享时间框架
IPD 共享访问标准
IPD 共享支持信息类型
- 研究方案
- 国际碳纤维联合会
药物和器械信息、研究文件
研究美国 FDA 监管的药品
研究美国 FDA 监管的设备产品
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