Clinical Reasoning of Delirium, Cognitive of Delirium, Learning Self-Efficacy of Delirium
Conditions
Keywords
Application, Delirium In-service Education, Learning Self-efficacy, Clinical Reasoning, System Usability
Brief summary
This study aims to evaluate the effectiveness of an app-based delirium in-service education program for intensive care unit (ICU) nurses, specifically examining its impact on their knowledge, learning self-efficacy, and clinical reasoning.The primary research questions are as follows: 1. Does the app intervention implemented at different time points enhance ICU nurses' knowledge of delirium? 2. Does the app intervention implemented at different time points enhance ICU nurses' learning self-efficacy? 3. Does the app intervention implemented at different time points improve ICU nurses' clinical reasoning skills?
Detailed description
A randomized controlled, two-arm, repeated-measures design. ICU nurses from a medical center in southern Taiwan were recruited and randomly assigned to either the experimental group (receiving an APP intervention constructed on the Notion platform and integrated with gamified learning via Kahoot) or the control group (receiving traditional classroom lectures). Evaluations were conducted at three time points: baseline (T0), immediately post-intervention (T1), and four weeks post-intervention (T2).
Interventions
OTHERApplication Intervention
receiving an APP intervention constructed on the Notion platform and integrated with gamified learning via Kahoot)
Sponsors
Ping-Chiao Chung
E-DA Hospital
Study design
Allocation
RANDOMIZED
Intervention model
FACTORIAL
Primary purpose
OTHER
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
ALL
Age
20 Years to No maximum
Healthy volunteers
No
Inclusion criteria
1. Registered Nurses (RNs) with a valid nursing license. 2. Currently employed in an adult medical or surgical intensive care unit (ICU), having passed the probationary period, and with at least six months of clinical work experience. 3. Willing to participate in this study.
Exclusion criteria
1. Those who are unable to complete the full study procedure due to leave of absence without pay, maternity leave, or long-term sick/extended leave. 2. Unit nurse managers (Head Nurses).
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Delirium cognitive | Evaluations were conducted at three time points: baseline (T0), immediately post-intervention (T1), and four weeks post-intervention (T2). | adopted the "Cognitive Care for Delirium Assessment among Nursing Staff in Intensive Care Units" questionnaire by Hou et al. (2024). The original questionnaire had 15 questions. To balance statistical indicators with "content validity" in clinical practice, 6 questions were ultimately retained after screening based on difficulty and discrimination. Each question's answer was scored as correct (1 point) or incorrect (0 points), and the scores were summed to form an individual's total score, reflecting the subject's knowledge level. The maximum score was 6 points, with higher scores indicating more accurate knowledge about delirium. |
| Learning self-efficacy | Evaluations were conducted at three time points: baseline (T0), immediately post-intervention (T1), and four weeks post-intervention (T2). | Using the "Delirium Care Self-Efficacy Scale" by Chang et al. (2023), scores ranged from 13 to 65. The higher the score, the higher the self-efficacy in delirium care learning. |
| clinical reasoning | Evaluations were conducted at three time points: baseline (T0), immediately post-intervention (T1), and four weeks post-intervention (T2). | The Clinical Reasoning Tendency Scale for Nursing Students (Huang et al., 2018) was used. It consists of 16 items with a total score ranging from 16 to 80 points. Higher scores indicate better clinical reasoning ability among nurses. |
Countries
Taiwan
Outcome results
None listed