Clinical Trial Details
— Status: Completed
Administrative data
| NCT number |
NCT06151756 |
| Other study ID # |
2019/03 |
| Secondary ID |
|
| Status |
Completed |
| Phase |
N/A
|
| First received |
|
| Last updated |
|
| Start date |
October 1, 2022 |
| Est. completion date |
June 1, 2023 |
Study information
| Verified date |
November 2023 |
| Source |
TC Erciyes University |
| Contact |
n/a |
| Is FDA regulated |
No |
| Health authority |
|
| Study type |
Interventional
|
Clinical Trial Summary
This study was conducted in a university faculty of health sciences nursing department
students with the aim of examining the impact of video mobile application-supported teaching
utilized in nursing skills training on students' academic success, problem solving and
critical thinking levels.A randomized controlled trial was designed.The study was conducted l
with second-year students of the department of nursing at faculty of health sciences. The
research was finalised with the participation of 167 students, 83 in the intervention group
and 84 in the control group. Data were collected through Student Identification Form, Problem
Solving Inventory, California Critical Thinking Disposition Scale and Basic Nursing Skills
Learning Guide.
Description:
Students in the intervention group were subjected to watch app videos via the mobile app
before implementing skills. Students in the control group were subjected to standard training
in the skills laboratory without watching any video after the theoretical knowledge described
in the course. The data were collected through the Student demonstration form, the problem
solving Inventory, the California critical thinking tendency scale and the Basic Nursing
skills Learning Guide.
3.5. Data collection In line with the process steps in the Basic Nursing Skills Learning
Guide, video recordings were carried out in the Nursing Skills Laboratory of our Faculty for
each application in the Healthy Living and Nursing Module IX course. In order to ensure
standardization in the expression of all skills, a video flow plan was prepared and
recordings were conducted in accordance with this plan. The videos were organized in a way
that the practitioner narrates all the steps of the procedure, with being visible and
audible. Before the application, each video was watched repeatedly by the research team and
necessary arrangements were performed. Then, the videos created about the applications were
uploaded to the mobile application-based web system. After the systematic preparations were
completed, trainings on the system and usage were provided to the instructors in charge of
the skill practices. In addition, all students were trained on research, the system, and
usage, and were provided with the opportunity to download the mobile application to their
phones.
Initially, the theoretical parts of the skill practices within the scope of the Healthy
Living and Nursing Module IX course were taught face-to-face in the course. Student rotation
was established for the intervention in accordance with randomization. The practices of the
students in the control group were carried out between 8.30-12.30 in the morning, while the
practices of the intervention group were carried out between 13.30-17.30. While the students
in the control group were practicing in the laboratory, the system was activated, the videos
were made accessible to the students and only the students in the intervention group were
allowed to watch the skill videos 3 times. The students in the intervention group
participated in their own practices in the afternoon after watching the skill videos. The
students in the control group, on the other hand, were subjected to standardized training in
the skills laboratory without watching any videos after the theoretical information provided
in the course. While the students were practicing, they were evaluated by the relevant
instructors according to the process steps in the "Basic Nursing Skills Learning Guide".
In both groups, students were informed about the research and evaluated in terms of inclusion
criteria. Prior to the start of the intervention, all students were asked to fill the student
introduction form, the Problem Solving Inventory and the California Critical Thinking
Disposition Scale. After the skill practices were finalized, all students were asked to fill
the Problem Solving Inventory and California Critical Thinking Disposition Scale again. At
the same time, after all the practices related to the course were completed, the students
were examined and their academic achievement scores were evaluated after the application.
After the applications were finished, the videos were made accessible to all students,
including the students in the control group.
