View clinical trials related to Nursing Students.
Filter by:This research will be conducted as a randomized controlled study with a parallel design to evaluate the effectiveness of the disaster nursing training program prepared with a gamification strategy based on multiple intelligence theory for final-year public health nursing students. Research hypothesis "H1a: The disaster nursing knowledge level of the students participating in the program, which is prepared with a Gamification Strategy Based on Multiple Intelligence Theory, differs from the control group. H1b: The perception of volunteering towards disaster nursing differs for the students included in the Program Prepared with Gamification Strategy Based on Multiple Intelligence Theory compared to the control group. H1c: The self-efficacy level of students involved in the Program Prepared with Gamification Strategy Based on Multiple Intelligences Theory regarding disaster nursing differs from the control group."
The research will be conducted in a randomized control group experimental research design. The study aims to evaluate the effectiveness of the bystander intervention program developed for dating violence in nursing students. The Bystander Intervention Program will be developed after a literature review on the subject and taking into account previous evidence-based research. The population of the study will consist of Istanbul University-Cerrahpaşa Florence Nightingale Faculty of Nursing, Department of Nursing, Turkish Program 1st year students (N=130). In the sample size calculation, the data reported in similar studies in the literature were used (Rothman et al. 2018). The representativeness of the study was calculated as β=80%, α=0.05 (effect size: 0.6), and a total of 80 samples were calculated as a result of power analysis, 40 intervention, and 40 control groups. Participants will be assigned to the experimental or control group by computer-based simple randomization method. Data will be collected between September, 19 2024, and December 19, 2024. Data will be collected face-to-face using the Individual Information Form, Bystander Efficacy Scale, Intention to Help Scale-Short Version, Bystander Behavior Scale (For Friends), and Program Evaluation Form. The data obtained from the research will be evaluated with the SPSS package program.
SUBJECT: The Effect of Virtual Reality Based Interactive Therapeutic Dementia Patient Education Program on the Levels of Knowledge, Attitudes and Empathy towards Dementia OBJECTİVE: The research was planned to determine the effect of virtual reality-based interactive therapeutic dementia patient education program on the knowledge, attitude and empathy levels of nursing undergraduate students. DESIGN: Pretest and posttest randomized controlled trial BACKGROUD:It is inevitable to strengthen and enrich nursing education with innovative teaching approaches in understanding the needs of individuals with dementia and informal caregivers and providing qualified nursing care for dementia, which is more difficult and intangible to understand compared to chronic diseases.From this point of view, it is expected that the virtual reality-based interactive therapeutic dementia patient education program to be implemented in this study will have positive ethics in the knowledge, attitude and empathy levels of nursing undergraduate students. METHODS: The research will be carried out between 16.10.2023 and 16.10.2024 with 50 second year nursing students from the faculty of nursing. Students will be divided into control and intervention groups of 25 people in the form of block randomization.Students in the intervention group will implement a virtual reality-based interactive therapeutic dementia patient education program.Students in the control group will not be given any program other than the routine education program.Both groups will be asked to fill simultaneously the dementia knowledge assessment scale, the dementia attitude scale, and the Jefferson empathy scale for nursing students before and after administration.Statistical analysis of the data will be made.
Nurses play an important role in providing sexual health care to individuals. In this study, sexual health education will be implemented in an innovative way by supporting the use of models in the process of sexual counseling of nursing students to patients. The PLISSIT model, which is most frequently used when providing sexual counseling services to patients, will be taught to nursing students and its effectiveness will be determined. In the literature, only one study was found regarding the use of the PLISSIT model in sexual health assessment, conducted with students. The research was planned as pretest-posttest comparative, randomised, with an experimental and a control group, and with repeated measurements, in order to determine the effect of sexual health education given to nursing students with the PLISSIT model on sexual health care knowledge, sexual health care attitudes and myths about sexual health. This research will be carried out between December 2023 and March 2024 with the participation of fourth-year students studying at Marmara University, Faculty of Health Sciences, Department of Nursing. Students who meet the inclusion criteria will be randomly assigned to experimental (n=45) and control (n=45) groups. The data of the research will be obtained using the "Student Information Form", "Knowledge of Sexual Healthcare Scale ", "Attitude to Sexual Healthcare Scale", "Sexual Myths Scale" and "Student Opinion Form on Sexual Health Education". Ethical permission and institutional permission were obtained. The research While routine training will be given to the control group during the training, the experimental group will be given sexual health training including 16 hours of PLISSIT model teaching by the researcher. The data of the research will be obtained before the training, immediately after the training and 3 months after the training, using a data collection form.
Research has shown a gap in what is important to patients and what is important to nurses when providing care. When the patient's fundamental needs are not recognized, such as hygiene, nutrition, mobilization, communication, he feels humiliated, ignored. The study aims to improve patient outcomes by educational interventions to integrate the Fundamental of Care (FoC) framework into nursing education. A multi-centre randomized controlled trial will be conducted to evaluate the effectiveness of integrating the FoC framework into nursing education. Outcomes perceived by patients and their families relate to meeting the fundamental care needs.
In this study, it was aimed to determine the effect of the Flipped Classroom Teaching Method on the academic achievement and skill learning levels of nursing students in nursing skills education.
In order to respond correctly to disasters, medical teams must have the necessary training and sufficient equipment. However, in many countries, disaster nursing education is not adequately included in nursing curricula (Kalanlar and Kublai, 2015). This is seen as an important situation affecting the capacity of nurses to respond to disasters. In particular, it is emphasized that providing disaster nursing and management training to nurse students will have positive consequences for disaster-affected individuals and communities, such as reduced death rates, improved health services, and reduced disaster-related costs (Kalanlar and Kublai, 2015). For this reason, disaster preparation of both nurses and student nurses is important for combating disasters. It has been reported that nursing students provide assistance in issues such as monitoring the physical and psychological health of disaster victims, improving hygiene, and health counseling, using the knowledge and skills acquired in vocational education (Kashiwaba and Okudera, 2014; Tomizawa et al., 2014). Some studies have shown that student nurses do not have sufficient knowledge and skills in disaster preparedness and response (Schmidt et al., 2011; Smithers et al., 2020). However, in most schools where the curricula of domestic nursing schools are examined, disaster nursing courses are conducted as electives rather than majors. Despite these limitations, nursing students tops the teams that have a key role in a potential disaster or disaster (Satoh et al., 2016). Therefore, groups that can contribute during disaster response must have sufficient knowledge and skills. Because the lack of experience during intervention leads to stress and fear of intervening in disasters, while the belief that it is adequately prepared for disaster situations increases confidence in intervening in disasters. To overcome the lack of experience in Disaster Response, Education that will provide insight into the reality of disaster response is important. To achieve the goal of training medical personnel capable of disaster response, a variety of training methods are needed, such as not only in-depth theory training, but also Case-Based Learning and practice in simulated situations with a multidisciplinary approach. In this context, the education model that stands out in the literature is the disaster nursing and management model developed by Jening. Jenning's disaster nursing management model was developed directly for Nurse students and describes the nurse's duties at each stage of Disaster Management. It is a model developed to explain disaster nursing to students and to provide them with knowledge about disaster management. In this aspect, the model differs from other disaster management models (Jennings Sanders, 2004). The aim of this research is to evaluate the impact of disaster nursing and management education given to students using Jenning's disaster nursing and management model on general disaster preparedness belief state, disaster response self-efficiency and psychological resilience of students.