Clinical Skills Training, Motivation, Nursing Students, OSCE (Objective Structured Clinical Examination)
Conditions
Brief summary
The action research aims to enhance clinical nursing skills of nursing students through the implementation of the SimCapture cloud management system. Research has found that traditional teaching methods are insufficient in cultivating students' clinical skills, and students' learning characteristics and technological developments have also placed new demands on teaching. Although the research team previously attempted blended learning and simulation-based teaching, students' technical grades have shown a declining trend. To address this issue, the researchers plan to implement the SimCapture system and, based on observational learning theory, design teaching activities to enhance students' learning motivation and self-efficacy, ultimately improving their clinical skills.
Interventions
BEHAVIORALCloud-based learning platform
The SimCapture system is the technological backbone of the intervention, transforming the way clinical skills are taught and learned. 1. System Access and Structure:Both faculty and students are provided with individual accounts to access the SimCapture platform. 2. The system facilitates the organization of students into groups, enabling collaborative learning and peer feedback. 3. Digital Evaluation Tools:Faculty develop standardized, digital tools within SimCapture to assess student performance of clinical skills.These tools ensure consistent and objective evaluation. 4. Recording and Feedback:Students record their practice sessions using personal devices (e.g., smartphones).These recordings are uploaded to the SimCapture cloud, creating a repository of learning resources. 5. Faculty use tablets to provide specific, time-stamped feedback on student performance directly within the SimCapture system.
Sponsors
China Medical University Hospital
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Masking description
No additional parties were masked
Intervention model description
1. The SimCapture system is used as a platform for managing, recording, and evaluating student learning. 2. Both teachers and students have individual accounts to access the system. 3. Teachers create digital evaluation tools for each skill. 4. Students record their practice sessions and upload the videos to the SimCapture cloud. 5. Teachers use tablets to provide feedback on student performance within the system. 6. Students can review their own videos, as well as those of their peers, along with teacher feedback. 7. SimCapture is used both within the skills lab and remotely, allowing students to practice and review independently. 8. The system also allows for learning portfolios to track student progress.
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
１．Undergraduate nursing students in the 2nd or 3rd year ２．Enrolled in the applicant's clinical skills course during the academic year
Exclusion criteria
１．Students who have previously attempted and failed this course and are required to retake it
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| OSCE (Objective Structured Clinical Examination) Scores | At week 8 (mid-semester) and at week 16 (end of semester) | The OSCE content includes preparation of technical equipment and technical procedures, which will be evaluated using a checklist by examiners. The checklist has undergone validity analysis by five nursing experts. Scores range from 0 to 100. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Self-Efficacy Questionnaire | Weekly at weeks 1-17 of semester, within 3 days after each class | This study developed a self-efficacy scale for technical courses based on Bandura's (1986) self-efficacy theory, which includes three dimensions: level, generality, and strength. Considering the potential burden on students from completing multiple items, the scale consists of three items: (1) If I try my best, I can always complete the technical task; (2) With my abilities, I can handle even the most difficult or complex technical tasks; and (3) When facing challenges in learning technical skills, I can usually find several ways to overcome them. Higher scores indicate greater self-efficacy. The content validity of the questionnaire will be reviewed and revised through expert evaluation. |
| Learning Motivation Questionnaire | At week 1 (beginning of semester), week 9 (after midterm exam), and week 18 (final exam)] | This study adopted a revised version of the Learning Motivation Scale (LMS) developed by Liu Cheng-Hung (2010) in Taiwan. The scale was adapted from the Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich, Smith, Garcia, and McKeachie (1991), taking into account the Taiwanese cultural context. The scale consists of 14 items and is one of the most widely used instruments for assessing learning motivation. Higher scores indicate stronger learning motivation. |
Countries
Taiwan
Outcome results
None listed