Use of Podcasts in Nursing Education

Not Applicable

Completed

• Conditions: Nursing Students
• Interventions: Behavioral: Intervention podcasts

• Registration Number: NCT06594081
• Lead Sponsor: Ataturk University

Brief Summary

Use of Podcasts in Nursing Education: A Randomized Controlled Trial

Detailed Description

Not available

Study Timeline

• Study Start: 2024-01-01
• Primary Completion: 2024-03-01
• Study Completion: 2024-06-01
• Status Verified: 2024-09
• Study First Submitted: 2024-09-10
• Study First Submitted QC: 2024-09-12
• Study First Posted: 2024-09-13
• Last Update Submitted: 2024-09-13
• Last Update Posted: 2024-09-19

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 80

Inclusion Criteria

• Students who use Spotify
• Those who have a smart phone
• Those who have enough internet connection to listen to podcasts on Spotify
• Students taking the Fundamentals of Nursing course for the first time
• Students who are not horizontal/vertical transfer students
• Students who have not graduated from Health Vocational High School
• Those who were not absent during the study were included in the study.

Exclusion Criteria

• Students who were not first-year nursing students
• Students who did not use Spotify
• Students who came via horizontal/vertical transfer
• Students who graduated from Health Vocational High School
• Students in the intervention group who did not listen to podcasts on Spotify
• Students in the control group who were understood to have logged into their Spotify accounts and listened to podcasts were excluded from the study.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Intervention	Intervention podcasts	Training was provided via podcast.

Primary Outcome Measures

Name	Time	Method
Motivation Scale Related to Instructional Material	6 months	"ÖMMÖ" is a 33-item four-dimensional (attention, suitability, trust, satisfaction) measurement tool that evaluates the entire course in order to measure motivation towards the teaching material, developed by Keller based on the ARCS (Attention, Relevance, Confidence, Satisfaction) Model, and adapted into Turkish by Dinçer and Doğanay. The original scale contains 36 items. The scale was prepared in a 5-point Likert type and is scored as "Very True" 5, "True" 4, "Moderately True" 3, "Somewhat True" 2, and "Not True" 1. The highest score that can be obtained from the entire scale is 165, and the lowest score is 33. The highest score that can be obtained from the attention dimension is 50, and the lowest score is 10. The highest score that can be obtained from the suitability dimension is 40, and the lowest score is 8. The highest score that can be obtained from the confidence dimension is 45, and the lowest score is 9. The highest score that can be obtained from the satisfaction dimensio

Secondary Outcome Measures

Name	Time	Method
"Achievement Test 1" and "Achievement Test 2"	6 months	Multiple choice questions were prepared by the researchers after a literature review. The questions in "Achievement Test 1" and "Achievement Test 2" related to the subject of "Parenteral drug applications" were created in a way that they would be different from each other. After the questions were created, expert opinions were received from a total of 10 faculty members working in the nursing fundamentals department (7) and nursing education department (3). After the necessary suggestions for the questions presented to the experts were arranged, the achievement tests were finalized. 25 of the 50 multiple choice questions were duplicated as many times as the number of students for "Achievement Test 1" and "Achievement Test 2" and kept ready before the application. "Achievement Test 1" was applied to the students who would participate in the study by taking them to separate classes. The evaluation of the achievement tests was made out of 100 points. For this purpose, the students' total

Trial Locations

Locations (1)

Bahar Çiftçi; 🇹🇷 Erzurum, Turkey