The Effect of Pressure Injury Assessment Training Given by Self-directed Learning and Small Group Teaching Methods on Nursing Students' Knowledge and Skill Levels
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 93
- 试验地点
- 2
- 主要终点
- Evaluation of Pressure Injuries Knowledge Test
研究概览
简要总结
The purpose of this study is to determine the effect of pressure injury assessment training given by self-directed learning and small-group teaching methods on the knowledge and skill levels of nursing students: a three-group, pre-test - post-test, randomized controlled, parallel-group experimental study.
详细描述
Pressure injury is a common health problem worldwide. The global prevalence of hospital-associated pressure injuries was 8.4%. Regular wound assessment is required to determine appropriate treatment methods, monitor wound healing, and identify complications early in the pressure injury treatment process in order to achieve clinical goals.
According to the literature, nurses and nursing students have a low level of knowledge about pressure injury and there is a knowledge gap between nurses' knowledge of pressure injury and pressure injury practices. As a result, it is necessary to teach skills so that they can put their knowledge into practice. Individuals born after 2000, referred to as Generation Z, make up the majority of students beginning undergraduate education today. The most significant difference between Generation Z and other generations is that they were born during a period when digital high technology was widely used. This generation, also known as the "Internet generation," is constantly surrounded by new technological opportunities, communication, and transportation facilities. Because of these characteristics, it is critical to use teaching methods that will appeal to them when educating students in this group.
In a classroom, there are fast and slow learners. The amount of time allotted to students naturally decreases as the number of students in the class grows. Furthermore, student differences prevent the entire class from learning at the same time. Some students do not learn right away, others later, and still others do not learn at all in such a classroom. Education should be personalized in order to eliminate all of these non-occurrences.With the widespread use of smart phones today, mobile learning has become commonplace. Students gain clinical practice skills and experience when mobile technology is used as a support tool in nursing education practices.
For this purpose, the trainings to be given with the mobile application in this study will be supported by the activities in which the students can practice individually in the skill laboratory.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- Double (Participant, Outcomes Assessor)
盲法说明
Participants will not know which group they are in. The knowledge test will be filled online by the participants. A nurse other than the researchers served as an evaluator during the skill assessments. The evaluator is unaware of which group the students belong to. The analysis of the tests data will be done by the statistician. No information will be given to the statistician about which group the participants are in.
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •To be registered for the Nursing Vocational Application Course
- •Volunteering to participate in the research
- •Having a mobile device (smartphone, tablet PC etc.)
排除标准
- •To have received training on the evaluation of pressure injuries other than the basic nursing education
结局指标
主要结局
Evaluation of Pressure Injuries Knowledge Test
时间窗: five weeks
The knowledge test was developed by the researchers in line with the literature. Learning objectives on the assessment of pressure injuries were determined and a table of specifications was prepared. A total of 34 questions were prepared, with at least 3 questions for each learning objective. For the knowledge test created, expert opinions were obtained from 6 faculty members in the field of nursing principles and 3 certified ostomy and wound care nurses. Within the scope of the research, the knowledge test will be applied to at least 100 3rd year nursing students and the item difficulty and discrimination indexes will be examined. If necessary, questions will be revised or removed from the test.
Pressure Injury Evaluation Form
时间窗: five weeks
The pressure injury evaluation form was developed by researchers based on the "Wound diagnosis evaluation and follow-up form" of the Wound Ostomy Incontinence Nurses Association and pressure injury staging form developed by National Pressure Injury Advisory Panel (NPIAP). The form, which includes the staging and evaluation of pressure injury, consists of the subheadings of the wound bed and the wound periphery. The expert opinion of the form was obtained from three faculty members who are experts in the Department of Nursing Fundamentals and two specialist nurses who are actively working as wound care nurses, who have a Stoma and Wound Care Certificate approved by the Ministry of Health. This form will be used in the assessment of pressure injuries skills assessment.
次要结局
- Pressure Injuries Assessment Education Evaluation Form(1 week)
研究者
Sinan Aydoğan
Research Assisstant
Gazi University