Nursing Education
Conditions
Keywords
Nursing Education, Outcome-Based Education, Workshop-Based Learning, Critical Thinking, Individual Innovativeness
Brief summary
This mixed-methods study aims to evaluate the effectiveness of workshop-integrated Outcome-Based Education (OBE) implemented within a Project Planning Course on nursing students' critical thinking motivation and individual innovativeness. The intervention combines outcome-oriented learning objectives with innovation-focused workshop activities, enabling students to develop research projects or patent/utility model proposals through collaborative and experiential learning. A total of 50 third-year nursing students will participate in the study. Students enrolled in the Project Planning Course will form the intervention group, while students taking other elective courses will serve as the control group. Quantitative data will be collected before and after the course using validated measures of critical thinking motivation and individual innovativeness. In addition, semi-structured interviews will be conducted with students in the intervention group to explore their experiences and perceptions of the workshop-based learning process. The findings are expected to provide evidence on the effectiveness of innovation workshop-integrated Outcome-Based Education in fostering critical thinking, innovation skills, and professional development among nursing students.
Detailed description
Nursing education is increasingly expected to prepare graduates who can think critically, solve complex healthcare problems, and develop innovative solutions in rapidly evolving clinical environments. Outcome-Based Education (OBE) has emerged as an educational framework that focuses on achieving predefined learning outcomes and developing competencies required for professional practice. In parallel, workshop-based learning approaches promote active participation, collaborative problem-solving, and experiential learning. Within nursing education, project planning courses offer opportunities for students to transform theoretical knowledge into practical outputs through research development and innovation-oriented activities. However, evidence regarding the effectiveness of integrating workshop-based learning with Outcome-Based Education in improving critical thinking and innovation skills among nursing students remains limited. This study evaluates an educational model that combines OBE principles with innovation-focused workshop activities in a Project Planning Course. Throughout the course, students participate in structured learning activities involving project development, evidence-based nursing, research methodology, innovation, technology readiness assessment, and patent/utility model development. Working in small groups under faculty supervision, students identify real-world healthcare problems and develop feasible research or innovation proposals. A convergent mixed-methods approach is used to provide a comprehensive evaluation of the educational intervention. Quantitative data are collected to assess changes in critical thinking motivation and individual innovativeness, while qualitative interviews explore students' experiences, perceived learning gains, and reflections on the workshop process. The integration of quantitative and qualitative findings will provide a deeper understanding of how workshop-integrated Outcome-Based Education contributes to the development of competencies considered essential for contemporary nursing practice. The results of this study may inform curriculum development and support the implementation of innovative educational strategies designed to prepare nursing students for future professional and healthcare challenges.
Interventions
OTHERWorkshop-Integrated Outcome-Based Education
This intervention combines Outcome-Based Education with innovation-focused workshops delivered through a 14-week Project Planning Course. Students participate in project development, problem-solving, and innovation activities under faculty supervision to enhance critical thinking and individual innovativeness.
Sponsors
Istanbul University
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
This study uses a non-randomized, two-group, quasi-experimental interventional model with a convergent mixed-methods design. Participants are allocated to either the intervention group or the control group according to their elective course enrollment. The intervention group consists of students enrolled in the Project Planning Course, while the control group consists of students enrolled in other elective courses with comparable academic workload and credit hours. Quantitative pre-test and post-test measurements are combined with qualitative interviews to evaluate both measurable outcomes and participants' experiences.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Being a third-year undergraduate nursing student * Being 18 years of age or older * Voluntarily agreeing to participate in the study
Exclusion criteria
* Being younger than 18 years of age * Not agreeing to participate in the study * Providing incomplete responses to the data collection forms * Withdrawing from the study before completion
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Critical Thinking Motivation | Baseline (Week 1) and post-intervention (Week 14) | Change in students' critical thinking motivation measured using the Critical Thinking Motivation Scale (CTMS). The CTMS is a six-point Likert-type measurement tool developed by Valenzuela et al. (2011) to assess motivation toward specific critical thinking tasks. The Turkish adaptation was conducted by Dönmez and Kaya (2016). The scale consists of 19 items grouped under five factors and is structured into two main sub-dimensions: "expectation" and "value." Each item is rated on a scale from 1 to 6. The total score for each sub-dimension is obtained by averaging the item scores within that sub-dimension. The Cronbach's alpha reliability coefficient of the scale has been reported as 0.90. Higher scores on the scale reflect a greater level of motivation for critical thinking, whereas lower scores indicate a diminished motivation for critical thinking. In this study, Cronbach's alpha was found to be 0.86. |
| Individual Innovativeness Scale | Baseline and immediately after completion of the 14-week intervention | The IIS was developed by Hurt et al. (1977) to assess individuals' levels of innovativeness and was later adapted into Turkish by Kılıçer and Odabaşı (2010). The scale consists of 20 items grouped into four factors: Resistance to Change, which reflects individuals' concerns about innovation and change; Opinion Leadership, representing qualities that distinguish individuals from others in their group; Openness to Experience, measuring individuals' willingness to seek and try new innovations; and Risk-Taking, assessing individuals' motivation to persist despite uncertainties. The scale is based on a five-point Likert-type response system. The Cronbach's alpha internal consistency coefficient for the scale has been reported as 0.82. Based on the calculated scores, individuals are categorized as follows: Innovators: \>80 points, Early Adopters: 69-80 points, Early Majority (Questioners): 57-68 points, Late Majority (Skeptics): 46-56 points, Laggards (Traditionalists): \<46 points. In this s |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Participants' experiences with the workshop-based project planning course | Week 14 (upon completion of the course) | Participants' experiences, perceptions, and perceived learning outcomes will be assessed using individual semi-structured interviews. Interview transcripts will be analyzed using reflexive thematic analysis to identify common themes related to critical thinking, innovation, research competence, and the learning process. |
Countries
Turkey (Türkiye)
Outcome results
None listed