Use of Mobile Phone Education in urinary catheterization

The effect of mobile phone education in urinary catheterization on learning motivation, knowledge and practice of nursing and Midwifery students of Shahid Beheshti Faculty of Nursing and Midwifery, Rasht 2017

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20080901001174N8

Enrollment

Registered

2018-01-10

Start date

2017-12-04

Completion date

Unknown

Last updated

2018-02-22

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Catheterization.

Interventions

All female midwifery and nursing students of Shahid Beheshti Faculty of Nursing and Midwifery, Rasht, who agreed to participate in this study, are divided into two groups of control (midwifery studen

Eligibility

Sex/Gender

Female

Inclusion criteria

Inclusion criteria: nursing and midwiffery student (term1) female

Exclusion criteria

Exclusion criteria: observation of catheterization Previous experience in catheterization The experience of doing clinical work

Design outcomes

Primary

Measure	Time frame
Skill for catheterization. Timepoint: After the intervention. Method of measurement: Measurement skills are based on the clinical skill checklist. Scores are from 36 to 108. That scores from 36 to 60 require a practice and grades 60 to 84 are satisfactory and grades 84 to 108 are excellent. Students with higher grades are more skilled.	—

Secondary

Measure	Time frame
Learning motivation. Timepoint: After the intervention. Method of measurement: With imms toolsWhich consists of four areas (attention, communication, self-confidence and satisfaction) with a total of 36 questions that are based on the Likert scale of 5 degrees between (1 to 5) and in the form (false = 1, little right = 2, fairly true = 3, most True = 4, and very true = 5, and consists of 12 questions in the area of attention (2,8,11,12,15,17,20,22,24,28,29,31), 9 questions of the field of communication (33, 9,10,16,18,23,26,30), 9 questions of self-esteem (3,4,7,13,19,25,34,35,1) and 6 questions of satisfaction (5,14,21 , 27,32,36). The scores are in the range of 180-36, and higher scores represent a higher level of learning motivation.;Awareness. Timepoint: After the intervention. Method of measurement: A researcher-made questionnaire containing 20 short questions.	—

Measure

Time frame

Learning motivation. Timepoint: After the intervention. Method of measurement: With imms toolsWhich consists of four areas (attention, communication, self-confidence and satisfaction) with a total of 36 questions that are based on the Likert scale of 5 degrees between (1 to 5) and in the form (false = 1, little right = 2, fairly true = 3, most True = 4, and very true = 5, and consists of 12 questions in the area of attention (2,8,11,12,15,17,20,22,24,28,29,31), 9 questions of the field of communication (33, 9,10,16,18,23,26,30), 9 questions of self-esteem (3,4,7,13,19,25,34,35,1) and 6 questions of satisfaction (5,14,21 , 27,32,36). The scores are in the range of 180-36, and higher scores represent a higher level of learning motivation.;Awareness. Timepoint: After the intervention. Method of measurement: A researcher-made questionnaire containing 20 short questions.

—

Countries

Iran (Islamic Republic of)

Contacts

Public ContactAtefeh Ghanbari

Rasht University of Medical Sciences

at_ghanbari@gums.ac.ir+98 13 3352 0149

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026