Nursing Education
Conditions
Keywords
Structured Clinical Teaching, Nursing Students, Clinical Education, Motivation, Learning Strategies, Clinical Attitude, Microteaching, Teach-Back
Brief summary
This study will evaluate whether a structured clinical teaching approach improves nursing students' motivation, learning strategies, and attitudes toward clinical practice. A total of 137 second-year nursing students will be randomly assigned to either a structured clinical teaching group or a routine clinical teaching group. The structured clinical teaching group will take part in interactive learning activities such as question-and-answer sessions, discussions, microteaching, concept mapping, structured feedback, and teach-back during a 7-week clinical education period. The control group will continue with the routine clinical teaching process. Participants will complete questionnaires before and after the intervention to assess changes in motivation, learning strategies, and attitudes toward clinical practice.
Detailed description
This randomized controlled educational intervention study will be conducted with second-year undergraduate nursing students enrolled in the Nursing Education course and participating in clinical practice. Participants who provide informed consent will complete baseline assessments and will then be randomly assigned to either the structured clinical teaching group or the routine clinical teaching group. The structured clinical teaching intervention will be implemented over 7 weeks. The intervention will include clarification of clinical learning goals, interactive question-and-answer activities, guided discussions, microteaching sessions, structured feedback, concept mapping, use of teaching materials, case-based discussion, reflective sharing, and teach-back during patient education. The control group will continue the routine clinical teaching process according to the standard course implementation. Motivation and learning strategies will be assessed using the Turkish version of the Motivated Strategies for Learning Questionnaire, and attitudes toward clinical practice will be assessed using the Attitude Toward Clinical Practice Scale for Nursing Students. These measures will be administered before the intervention and again at the end of the 7-week period. The main analyses will compare post-intervention outcomes between groups while accounting for baseline measurements.
Interventions
BEHAVIORALStructured Clinical Teaching Intervention
The structured clinical teaching intervention is a 7-week educational program delivered during clinical practice. It combines predefined clinical learning goals with interactive question-and-answer sessions, guided discussions, three microteaching activities, structured feedback from peers and the instructor, concept mapping, use of teaching materials, case-based discussion, reflective sharing, and teach-back during patient education. The intervention is implemented in addition to the routine clinical course activities and is designed to promote active participation, motivation, use of learning strategies, and positive attitudes toward clinical practice.
BEHAVIORALRoutine Clinical Teaching
Routine clinical teaching provided within the Nursing Education course according to the standard course implementation. Participants receive the usual clinical teaching activities without the additional structured components used in the experimental group, such as planned microteaching sessions, structured feedback, concept mapping, and teach-back.
Sponsors
Izmir Katip Celebi University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Second-year undergraduate nursing student at Izmir Katip Celebi University * Enrolled in the Nursing Education course * Participating in the clinical practice component of the course * Willing to participate voluntarily in the study * Providing informed consent
Exclusion criteria
* Incomplete completion of the data collection forms * Failure to participate in either the pre-intervention or post-intervention assessment
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Motivation Score on the Motivated Strategies for Learning Questionnaire | At baseline, during Week 1 before randomization and intervention, and at the end of Week 7 | Motivation will be assessed using the 31-item motivation section of the Turkish version of the Motivated Strategies for Learning Questionnaire (MSLQ). Each item is rated on a 7-point Likert scale from 1 to 7. The scale assesses students' motivational orientations toward learning. Higher scores indicate a higher level of learning motivation. |
| Change in Learning Strategies Score on the Motivated Strategies for Learning Questionnaire | At baseline, during Week 1 before randomization and intervention, and at the end of Week 7 immediately after completion of the intervention | Learning strategies will be assessed using the 50-item learning strategies section of the Turkish version of the Motivated Strategies for Learning Questionnaire (MSLQ). Each item is rated on a 7-point Likert scale from 1 to 7. The learning strategies section comprises nine subscales assessing students' cognitive, metacognitive, and resource management strategies used during learning. Subscale scores will be calculated according to the validated scoring procedure. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in Attitude Toward Clinical Practice Score | At baseline, during Week 1 before randomization and intervention, and at the end of Week 7 immediately after completion of the intervention | Attitudes toward clinical practice will be assessed using the 26-item Attitude Toward Clinical Practice Scale for Nursing Students. Each item is rated on a 5-point Likert scale from 1 to 5. The scale comprises four subscales: beliefs and expectations toward clinical practice, positive approach toward clinical practice, negative approach toward clinical practice, and personal development. Items 9-12, 22, 24, and 25 are reverse scored. Higher overall scores indicate more positive attitudes toward clinical practice. |
Contacts
CONTACTMelike ERTEM Associate Professor, PhD
Outcome results
None listed