The Effect of Micro Teaching Method on Nursing Students' Psychomotor Skills, Attitudes, Self-Efficacy and Clinical Stress Level

Not Applicable

Completed

• Conditions: Nursing Students

• Registration Number: NCT06769542
• Lead Sponsor: Inonu University

Brief Summary

Objective: This study was conducted to evaluate the effect of the micro-teaching method on nursing students' psychomotor drug administration skills, attitudes towards clinical practice, self-efficacy and clinical stress levels.

Method: The study was conducted as a pretest-posttest randomised controlled experimental research model. It was conducted between September 2023 and December 2024 at Kahramanmaraş Sütçü İmam University, Afşin School of Health, Department of Nursing. The population of the study consisted of all first year students of the Nursing Department. The sample consisted of 64 students (experimental group = 32, control group = 32) determined by power analysis. The following instruments were used to collect the data: "Drug administration skills assessment lists", "Attitudes towards clinical practice in nursing students scale", "Academic self-efficacy scale" and "Clinical stressor perception scale". During the first 3 weeks of the study, the topics related to drug administration were explained to the experimental and control groups 2 days a week for 6 hours each, and the applications were demonstrated using the demonstration method. From the 4th week of the study, the experimental group was taught using the micro-teaching method for 8 weeks.

Detailed Description

Micro-teaching method is a very valuable teaching method in psychomotor skills training in terms of providing feedback to the student, giving the opportunity to realise and correct their mistakes in line with this feedback, providing the opportunity to evaluate themselves while practising, creating a laboratory environment, eliminating the complexity of the application, ensuring active participation in the lesson, reducing anxiety, increasing self-confidence, gaining more experience by controlling the applications, and enabling even difficult applications to be performed.

In addition to the advantages of the micro-teaching method in itself, the fact that it is cost-effective, that students make active teaching in small groups, that lesson plans are made again until the applications are learnt, that peers and the instructor provide feedback during these applications, and that students have the opportunity to make their own self-evaluations with the videos recorded for skill applications suggest that it is an effective method in nursing skills training.

Study Timeline

• Study Start: 2023-09-27
• Primary Completion: 2024-12-20
• Study Completion: 2024-12-30
• Study First Submitted: 2024-12-31
• Status Verified: 2025-01
• Study First Submitted QC: 2025-01-07
• Last Update Submitted: 2025-01-07
• Study First Posted: 2025-01-10
• Last Update Posted: 2025-01-10

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 64

Inclusion Criteria

• To take the Nursing Principles course for the first time,
• To approve the evaluation and video recording of their practices,
• Volunteering to participate in the research,
• Being over 18 years old.

Exclusion Criteria

• To have received an education related to parenteral applications other than basic nursing education,
• Not wanting/not being able to use micro-teaching method
• Absenteeism in the theoretical course,
• Wanting to leave during the research process,
• Not graduating from vocational high schools related to health departments

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: CROSSOVER

Primary Outcome Measures

Name	Time	Method
Effect of micro teaching on psychomotor skill level	2 month	In order to evaluate the psychomotor skill level of the students in the groups, drug administration skills of each student were evaluated individually by the researcher and independent observer and skill checklists for drug administration were filled.; After the 8-week teaching plan with the micro-teaching method, the psychomotor skill levels of the students were evaluated by filling out the skill checklists for drug applications.
Effect of micro teaching on attitude for clinical practices	2 month	In order to evaluate the attitude for clinical practices in nursing students used the 'Attitude Scale for Clinical Practices in Nursing Students'. A score between 26 and 130 can be obtained from the scale, the higher the score, the more favourable the attitude.Students were asked to fill in the scale for pre-test and post-test measurement.
Effect of micro teaching on attitude for academic self efficacy	2 month	In order to evaluate the attitude for academic self efficacy in nursing students used the 'Academic Self-Efficacy Scale for Nursing Students'. In the 14-item, five-point Likert-type scale, a score ranging from 1 to 5 is obtained for the answer to each question and all of them consist of positive items. The increase in the score indicates an increase in academic self-efficacy. Students were asked to fill in the scale for pre-test and post-test measurement.
Effect of micro teaching on attitude for clinical stressor perceptions	2 month	In order to evaluate the clinical stressor perceptions in nursing students used the 'Scale of Clinical Stressor Perceptions of Nursing Students'. The scale consists of 22 items and 6 sub-dimensions (inappropriate situations in the clinical environment, inappropriate behaviours of the instructor, academic performance of the instructor, attitude of the instructor towards education, insufficient knowledge and skills of the student, concerns about nursing care). A score between 22 and 110 points can be obtained from the scale. A decrease in the score indicates a decrease in stressor perceptions.; Students were asked to fill in the scale for pre-test and post-test measurement.

Trial Locations

Locations (1)

Hakime Aslan; 🇹🇷 Malatya, Turkey