Nursing Caries
Conditions
Keywords
nursing, Gynecological health and disease nursing, Health education material,, Teaching material motivation, Material design self-efficacy belief
Brief summary
Purpose: This study aimed to examine the effect of health education material developed by nursing students in gynecological health and disease nursing on students' teaching material motivation and material design self-efficacy belief. Method: The study was conducted as a prospective randomized controlled study. n=86 (43=control, 43=intervention) students who took the Women's Health and Diseases Nursing course at Bartın University Faculty of Health Sciences Nursing Department between 30.10.2023-20.01.2024 and volunteered to participate in the study were randomized. It was conducted in two groups: intervention and control.In the research, data will be collected with the Data Collection Form prepared by reviewing the literature, Instructional Material Motivation Scale and Material Design Self-Efficacy Belief Scale. Descriptive statistics, Student t-test, Mann-Whitney U Test, Wilcoxon Signed Rank Test and Pearson correlation tests will be used to evaluate the data.
Detailed description
Aim: This study aimed to examine the effect of health education material developed by nursing students in women's health and disease nursing on students' teaching material motivation and material design self-efficacy beliefs. Method: The study was conducted as a prospective randomized controlled study. n=86 (43=control, 43=intervention) students who took the Women's Health and Diseases Nursing course at Bartın University Faculty of Health Sciences Nursing Department between 30.10.2023-20.01.2024 and volunteered to participate in the study were randomized. It was conducted in two groups: intervention and control. In the research, data will be collected with the Data Collection Form prepared by reviewing the literature, Instructional Material Motivation Scale and Material Design Self-Efficacy Belief Scale. Descriptive statistics, Student t-test, Mann-Whitney U Test, Wilcoxon Signed Rank Test and Pearson correlation tests will be used to evaluate the data.
Interventions
BEHAVIORALEducation
In line with the skill they will determine for one of the applications in the Skill Checklists (Breastfeeding Education Skill Control Form, Breast Care and Giving Care to Mothers with Breast Engorgement Skill Control Form, Breast Self-Examination (KKMM) Training Skill Control Form) apply.
Sponsors
Inonu University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Intervention model description
Prospective randomized controlled n = 86 (43 = control, 43 = intervention) students who took the Women's Health and Diseases Nursing course at Bartın University, Faculty of Health Sciences, Department of Nursing and volunteered to participate in the study were randomly assigned to two groups: intervention and control.
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Students who were over 18 years old, * Students who spoke Turkish, * Students who were not diagnosed with hearing impairment, * Students who took the Gynecology and Diseases Nursing course, * Students who had written consent * Students who volunteered to participate
Exclusion criteria
* Not studying at Bartın University, * students who did not take the Gynecology and Diseases Nursing course
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Instructional Material Motivation Scale | two weeks | The original version of the scale was published by Keller (2010). PMSQ, a 36-item measurement tool consisting of five-point Likert type options (not true, somewhat true, true, moderately true, very true), was developed by taking the ARCS Model as a criterion. The measurement tool consists of four sub-dimensions with the same name as the compliance, trust, satisfaction and attention components of the ARCS Model. The 3rd, 7th, 12th, 15th, 19th, 22nd, 29th, 31st and 34th items of the measurement tool have negative expressions and require reverse scoring. The lowest score that can be obtained from the measurement tool, whose midpoint is 108.00, is 36.00, while the highest score is 180.00 (Keller, 2010). Increasing scores from the scale indicate an increase in motivation. The original version of the scale was applied to university students by Keller (2006), and as a result of the analyzes made for the sub-dimensions of the measurement tool. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Material Design Self-Efficacy Belief Scale | two weeks | In order to determine material design self-efficacy beliefs, the Material Design Self-Efficacy Belief Scale developed by Bakaç and Özen (2015) was used. The validity and reliability study of the scale was conducted on 300 teacher candidates who studied at Abant İzzet Baysal University in the 2013-2014 academic year and had previously taken the ÖTMT course. The construct validity of the scale was tested by exploratory and confirmatory factor analysis, and a scale with three dimensions (Material Preparation on Computer, Three-Dimensional Material Design and Two-Dimensional Material Design) and 25 items was created, explaining 48% of the total variance. The scale items are 5-point Likert type and are as follows: Strongly Disagree, Disagree, Undecided, Agree and Strongly Agree. Increasing scores from the scale indicate an increase in motivation. |
Countries
Turkey (Türkiye)
Outcome results
None listed