Safe Intravenous Therapy Practices in Nursing Students
Conditions
Keywords
Nursing education Intravenous therapy, Game-based learning, Patient safety
Brief summary
This study aims to evaluate the effect of puzzle-based education on nursing students' knowledge level, knowledge retention, and learning motivation regarding safe intravenous therapy practices. Intravenous therapy is a common but complex clinical procedure that requires accurate knowledge and skills to ensure patient safety. Traditional teaching methods may not always be sufficient to support long-term learning and student motivation. Therefore, this study uses an interactive, game-based learning approach by integrating puzzles into the education process. Nursing students are randomly assigned to either a puzzle-based learning group or a traditional education group. The study seeks to determine whether game-based learning improves learning outcomes compared to conventional teaching methods.
Interventions
BEHAVIORALPuzzle-based intravenous therapy education
This intervention uses puzzle-based learning activities to teach safe intravenous therapy practices to nursing students. The puzzles are designed to reinforce knowledge, improve retention, and increase motivation compared to traditional teaching methods.
Sponsors
Aydin Adnan Menderes University
Study design
Observational model
OTHER
Time perspective
PROSPECTIVE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Be a 3rd-year undergraduate nursing student * Fully participate in the Safe Intravenous Therapy Practices training * Be willing to participate in the study
Exclusion criteria
* Being unable to regularly attend the training sessions due to academic leave, health problems, or personal reasons
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Intravenous Therapy Knowledge Score | Baseline, 1 week after completion of the intervention, and 4 weeks after completion of the intervention | Knowledge regarding safe intravenous therapy practices assessed using a researcher-developed multiple-choice questionnaire. Higher scores indicate better knowledge. |
| Learning Motivation Score | 1 week after completion of the intervention | Learning motivation assessed using the Instructional Materials Motivation Survey (IMMS) and the Instructional Materials Motivation Scale (IMMS-SU). Higher scores indicate greater learning motivation. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Knowledge Retention Score | 4 weeks after completion of the intervention | Retention of knowledge regarding safe intravenous therapy practices assessed using the researcher-developed questionnaire. Higher scores indicate better knowledge retention. |
Countries
Turkey (Türkiye)
Outcome results
None listed