Nursing Process
Conditions
Keywords
Pecha Kucha, Microteaching, Nursing Process
Brief summary
This randomized controlled study aims to evaluate the effectiveness of the Pecha Kucha-supported microteaching method in nursing process education among first-year nursing students. Participants will be randomly assigned to either an intervention group receiving Pecha Kucha-supported microteaching or a control group receiving traditional instruction. The effects of the intervention on nursing process competencies and learning motivation will be evaluated.
Detailed description
The nursing process is a systematic and scientific method that guides nursing care. Developing nursing students' competencies in the nursing process is essential for providing high-quality patient care. Innovative teaching methods may enhance students' learning experiences and improve educational outcomes. This randomized controlled study aims to evaluate the effectiveness of the Pecha Kucha-supported microteaching method in nursing process education among first-year nursing students. Participants will be randomly assigned to an intervention group or a control group. The intervention group will receive Pecha Kucha-supported microteaching, while the control group will receive traditional instruction. Following the educational intervention, students will prepare nursing care plans during their clinical practice. Outcomes will be evaluated using a Nursing Process Knowledge Form, the Instructional Materials Motivation Survey, and the Quality of Nursing Diagnoses, Interventions and Outcomes (Q-DIO) instrument. The study will assess the effects of the intervention on nursing process competencies and learning motivation.
Interventions
BEHAVIORALPecha Kucha-Supported Microteaching
Nursing students first received a brief refresher lecture on the nursing process. The experimental group, consisting of 50 students, was then divided into five groups of 10 students each. Each group was assigned a case scenario and a nursing diagnosis. Students were asked to prepare a presentation using the Pecha Kucha-supported microteaching method based on the assigned case and nursing diagnosis. One student from each group delivered the presentation on behalf of the group. Feedback sessions were conducted following the presentations. Subsequently, students prepared individual nursing care plans for patients cared for during clinical practice.
BEHAVIORALTraditional Teaching
Nursing students first received a brief refresher lecture on the nursing process. The control group, consisting of 50 students, was then divided into five groups of 10 students each. Each group was assigned a case scenario and a nursing diagnosis. Students were asked to collaboratively prepare a nursing care plan based on the assigned case and nursing diagnosis. Following this activity, students prepared individual nursing care plans for patients cared for during clinical practice.
Sponsors
Istanbul University - Cerrahpasa
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Intervention model description
Participants are randomly assigned to either the Pecha Kucha-supported microteaching group or the traditional teaching group and followed in parallel.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* First-year nursing students * Successfully completed prerequisite nursing courses * Grade point average (GPA) of 1.80 or higher * Voluntary agreement to participate in the study * Providing written informed consent
Exclusion criteria
* Students repeating the course * Graduates of Vocational School of Health Services programs * Withdrawal from the study at any stage * Failure to complete study assessments or data collection forms
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Quality of Nursing Diagnoses, Interventions and Outcomes | After completion of the educational intervention (approximately 4 weeks after baseline) and at the end of the clinical practice period (approximately 12 weeks after baseline). | The quality of nursing care plans will be evaluated using the Quality of Nursing Diagnoses, Interventions and Outcomes (Q-DIO) instrument. The Q-DIO is a 29-item instrument designed to assess the quality of nursing documentation, including nursing diagnoses, nursing interventions, and nursing-sensitive patient outcomes. The instrument consists of four domains: Nursing Diagnoses as Process, Nursing Diagnoses as Outcomes, Nursing Interventions, and Nursing-Sensitive Patient Outcomes. Higher scores indicate higher quality and more comprehensive documentation of nursing diagnoses, interventions, and patient outcomes in nursing care plans. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Nursing Process Knowledge Level Assessment Form | At baseline and at the end of the clinical practice period (approximately 12 weeks after baseline). | Students' knowledge of the nursing process will be evaluated using the Nursing Process Knowledge Level Assessment Form developed by the researcher. The form consists of 25 multiple-choice questions. The questions assess students' knowledge related to the nursing process, including assessment, nursing diagnosis, planning, implementation, and evaluation stages. The form was reviewed by three experts, and necessary revisions were made in line with expert feedback. Higher scores indicate a higher level of knowledge regarding the nursing process. |
| Instructional Materials Motivation Survey | At the end of the clinical practice period (approximately 12 weeks after baseline). | Students' learning motivation will be evaluated using the Instructional Materials Motivation Survey (IMMS), which is based on Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model. The survey consists of 24 items and two subscales: Attention-Relevance and Confidence-Satisfaction. The Attention-Relevance subscale evaluates students' interest in and perceived relevance of the instructional content, whereas the Confidence-Satisfaction subscale assesses students' confidence and satisfaction with the learning experience. Responses are rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Total scores range from 24 to 120, with higher scores indicating higher levels of learning motivation. |
Countries
Turkey (Türkiye)
Contacts
STUDY_CHAIRFunda Büyükyılmaz, Professor
Istanbul University-Cerrahpaşa, Florence Nightingale Faculty of Nursing
Outcome results
None listed