THE EFFECT OF DIGITAL STORYTELLING ON NURSING STUDENTS' NURSING PROCESS EDUCATION: AN EXPERIMENTAL STUDY
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 发起方
- 入组人数
- 104
- 试验地点
- 1
- 主要终点
- Nursing Process Knowledge
研究概览
简要总结
Study Type: Randomized Controlled Experimental Study
Purpose:
This study aims to evaluate the effects of digital storytelling-enhanced nursing process education on nursing students' knowledge, nursing process competency, and clinical reasoning skills. The nursing process, which includes assessment, diagnosis, planning, implementation, and evaluation, forms the foundation of evidence-based and holistic care. However, the literature indicates that nursing students often face difficulties in assessment, prioritization, and individualization of care interventions and frequently apply the process mechanically.
The study addresses the following primary questions:
Does digital storytelling improve nursing students' knowledge of the nursing process?
Does digital storytelling enhance students' nursing process competency and clinical reasoning skills?
Study Design and Comparison:
Participants will be assigned to either the intervention or control group based on their Nursing Process knowledge scores. Groups will be stratified by gender and knowledge test scores using a stratified randomization method to ensure balanced distribution and group homogeneity. Researchers will compare outcomes between groups to evaluate the effectiveness of the educational approach.
Participants' Key Activities:
Participants must be first-time enrollees in the Fundamentals of Nursing I course, have completed all course content, and have voluntarily agreed to attend.
Complete pre- and post-intervention assessments, including the Nursing Process Knowledge Test, Nursing Process Competency Scale, Clinical Reasoning Assessment Rubric, and Instructional Material Motivation Scales.
Engage in follow-up evaluations immediately after the intervention and three months later to assess the retention and sustainability of learning outcomes.
Additional Notes:
Digital storytelling materials will be validated through expert review and pilot testing. The Clinical Reasoning Assessment Rubric will undergo Turkish-language validity and reliability evaluation. Findings are expected to provide evidence on the effectiveness of digital storytelling in nursing process education, support curriculum development at the undergraduate level, and guide the broader implementation of technology-enhanced, reflective learning approaches in nursing education.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Basic Science
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 45 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Undergraduate nursing students enrolled in the Nursing Fundamentals I course for the first time
- •Students who attend and complete all educational activities related to the course
- •Students who voluntarily agree to participate in the study
排除标准
- •Graduates of a health vocational high school
- •Students who report prior knowledge or formal education related to the nursing process
- •Students who are currently employed in any healthcare institution
研究组 & 干预措施
Digital Storytelling Based Nursing Process Education
Participants in the intervention group will receive nursing process education supported by digital storytelling within the Nursing Fundamentals I course. A digital story developed by the research team will present a single clinical scenario illustrating the stages of the nursing process, including assessment, diagnosis, planning, implementation, and evaluation. Students will watch the digital story and participate in guided discussions to analyze the presented clinical situation and apply the nursing process in a structured manner. The digital storytelling approach is intended to promote reflective learning, contextual understanding of the patient situation, and the development of clinical reasoning skills. Assessments will be conducted before the intervention, immediately after the educational sessions, and three months later to evaluate nursing process knowledge, competency, and clinical reasoning outcomes.
干预措施: Intervention Description - Digital Storytelling Group (Other)
Digital Storytelling Based Nursing Process Education
Participants in the intervention group will receive nursing process education supported by digital storytelling within the Nursing Fundamentals I course. A digital story developed by the research team will present a single clinical scenario illustrating the stages of the nursing process, including assessment, diagnosis, planning, implementation, and evaluation. Students will watch the digital story and participate in guided discussions to analyze the presented clinical situation and apply the nursing process in a structured manner. The digital storytelling approach is intended to promote reflective learning, contextual understanding of the patient situation, and the development of clinical reasoning skills. Assessments will be conducted before the intervention, immediately after the educational sessions, and three months later to evaluate nursing process knowledge, competency, and clinical reasoning outcomes.
干预措施: Control Group (Traditional Case-Based Education) (Other)
结局指标
主要结局
Nursing Process Knowledge
时间窗: Baseline pre-intervention, immediately after the educational intervention, and 3 months after the intervention.
Change in nursing students' knowledge of the nursing process measured using the Nursing Process Knowledge Test.The student knowledge test consists of 25 multiple-choice questions designed to assess knowledge related to the nursing process. Each correct answer is scored as 4 points and incorrect answers receive 0 points, resulting in a total possible score ranging from 0 to 100. Higher scores indicate a higher level of knowledge. It is expected that students who participate in the digital storytelling-based educational intervention will demonstrate an increase in knowledge scores compared with their baseline scores.
Nursing Process Competency Scale
时间窗: Baseline pre-intervention, immediately after the educational intervention, and 3 months after the intervention.
The Nursing Process Competency Scale (NPCS) is a 24-item instrument comprising five subscales: Data Collection (items 1-4), Patient Problem/Nursing Diagnosis (items 5-9), Planning (items 10-14), Implementation (items 15-21), and Evaluation (items 22-24). Responses are recorded on a five-point Likert scale (1 = I do not trust myself at all, 2 = I do not trust myself, 3 = I feel I need more practice, 4 = I trust myself, 5 = I feel competent in this skill), with no cut-off points or reverse-scored items. Subscale scores are calculated by dividing the total score by the number of items, resulting in mean scores ranging from 1 to 5, where higher scores indicate greater competency in the nursing process.
次要结局
- Clinical Reasoning Skills(Baseline pre-intervention, immediately after the educational intervention, and 3 months after the intervention.)