Cardiac Surgical Procedures, periOperative
Conditions
Brief summary
The goal of this clinical trialis to compare in learning effectiveness of nurses. The main questions it aims to answer are: 1. Can the Micro-course teaching enhance the awareness of cardiac surgery nursing among operating room nurses? 2. Can the Micro-course teaching boost the learning motivation and engagement of operating room nurses? 3. What is the satisfaction level of nurses regarding the use of Micro-course in cardiac surgery nursing? 4. What are the relevant factors influencing the effectiveness of the Micro-course teaching intervention? Participants will be divided into two groups. The control group will receive online presentations, while the experimental group will engage in mobile learning combined with micro-courses. Both groups of participants will undergo instruction through asynchronous online courses.
Interventions
OTHERmicro-course
The experimental group adopts micro-course instruction, providing self-directed learning through online asynchronous courses, with instructional content delivered through short videos created by the researcher.
OTHERslide presentation
Provide online presentations.
Sponsors
Ting-Fang Yeh
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
1. Currently engaged in clinical surgical nursing and possess a valid nursing license. 2. Individuals who have not received training for cardiac surgery scrub nursing or who have received such training but have not worked as a cardiac surgery scrub nurse for more than two years. 3. Nurses involved in the collaborative use of personnel during operating room duty.
Exclusion criteria
1. Nursing supervisors at the level of charge nurse or higher. 2. Nurses exclusively engaged in local anesthesia surgical nursing. 3. Nurses primarily engaged in waiting room, recovery room, and anesthesia nursing.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Cognitive scale | Before the experiment commenced, all participants underwent a uniform pre-test. A post-test was administered one week after the conclusion of the course. A second post-test was conducted four weeks after the course concluded (this served as a delayed ass | The cognitive scale was self-designed by the author after referencing textbooks and journal articles. It is divided into four dimensions based on teaching topics, with a total of 15 single-choice questions to assess nurses' cognition of cardiac surgery. Each correct answer earns 1 point, with higher scores indicating higher levels of cognition. |
| motivation scale | Before the experiment started, all participants underwent a standardized pre-test. A post-test was conducted one week after the conclusion of the course | The scale consists of 12 items and employs a four-point Likert scale for scoring, ranging from 4 points for strongly agree to 1 point for strongly disagree. Higher scores indicate stronger learning motivation. |
| Engagement Scale | One week after the course concluded, measurements were taken. | This scale comprises a total of 10 items, scored using a four-point Likert scale, ranging from 4 points for strongly agree to 1 point for strongly disagree. Higher scores indicate a higher level of learning engagement among the research subjects. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| learning satisfaction | One week after the course concluded, measurements were taken. | There are a total of 10 questions, along with 2 open-ended questions. Scoring for this scale is based on a four-point Likert scale, ranging from 4 points for strongly agree to 1 point for strongly disagree. Higher scores indicate higher levels of satisfaction with learning among nurses. |
Countries
Taiwan
Outcome results
None listed