The Effect of Two Different Learning Methods on Disaster Perception and Management in Nursing Students

Not Applicable

Completed

• Conditions: Learning Techniques; Students, Nursing

• Registration Number: NCT06817317
• Lead Sponsor: Zonguldak Bulent Ecevit University

Brief Summary

This study was planned to evaluate the effect of two different learning methods on the perception of disaster preparedness and competences related to disaster management in nursing students.

Detailed Description

Disasters are an important public health problem due to their unpredictable duration, disruptions in society and health services, loss of life and property, significant economic losses, deterioration in psycho-social welfare and their effects in subsequent periods. Disaster events are events that exceed the local response capacity, where existing resources are insufficient in demand and require external assistance at international level. Therefore, disasters should be addressed not only in terms of their devastating effects but also in terms of the appropriate preparedness of the available resources in the community. Especially in the event of a disaster, it is certain that the demand for life-threatening medical care will increase, and the presence of timely accessible, equipped and prepared health workers is very important in disaster response.

Considering the increasing frequency of disasters and large-scale public health emergencies, this situation makes the disaster-related aspects of nursing particularly important. Nurses can serve as first responders, direct health care providers, point of care coordinators, information sources, educators and counsellors in disaster areas. However, most nurses and nursing students are not properly prepared for disaster situations.

Many disaster nursing education programmes are offered as themes within existing courses (health protection and promotion, public health and emergency nursing courses) through elective courses, seminars and conferences. As in many other areas of undergraduate nursing education, disaster education often adopts traditional instructor-centred teaching methods. According to the students' point of view, this teaching strategy has a monotonous and boring structure and may negatively affect the students' willingness to learn by shortening their attention span.

Simulation and scenario-based disaster nursing education programmes using standardised patients can be useful in disaster nursing education by improving students' skills and preparation. In case of disaster, models allow nurses to provide better service and performance.

In addition, peer-assisted and self-directed learning method content and teaching strategies aim to improve students' autonomy by incorporating students' feedback and comments into the design of the course. Student-centred education can consist of a variety of teaching tools and techniques, online audio-visual materials, activities, games and storytelling that reflect students' preferences. The student-centred education approach plays an important role in supporting the public health infrastructure and is receiving increasing attention in studies related to disaster preparedness and response.

In this study, it is aimed to evaluate the effect of two different learning methods on the perception of disaster preparedness and competencies related to disaster management in nursing students.

Study Timeline

• Study Start: 2024-05-10
• Primary Completion: 2024-12-30
• Study Completion: 2024-12-30
• Status Verified: 2025-02
• Study First Submitted: 2025-02-04
• Study First Submitted QC: 2025-02-04
• Last Update Submitted: 2025-02-04
• Study First Posted: 2025-02-10
• Last Update Posted: 2025-02-10

Recruitment & Eligibility

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

Inclusion Criteria

• 18 years of age or older Active student registration in the system between the specified dates Accepted to participate in the study verbally and in writing after being informed Who have not received training on disaster management before General health status (systemic, consciousness, sensation) is suitable for the research process

Exclusion Criteria

• Having theoretical/practical training on disaster management Non-volunteering

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
Introductory information form	All groups were administered a pre-test before the intervention, a post-test at the end of the 5-week intervention, a 1-month follow-up, a 3-month follow-up and a 6-month follow-up.	The form, which was created by the researchers within the scope of the literature, includes 12 questions including socio-demographic characteristics, disaster experience, experience, and disaster-related information sources.
Nurses' Perception of Disaster Preparedness Scale	Pre-test before intervention, post-test at the end of 5-week intervention, 1-month follow-up, 3-month follow-up and 6-month follow-up stages were applied to all groups.	This scale was developed by Feride Özcan in 2013 to measure how prepared nurses feel themselves against disasters. The scale consists of 20 items and 3 sub-dimensions as Preparation Phase (Questions 1-6), Intervention Phase (Questions 7-15), Post-Disaster Phase (Questions 16-20). The items of the scale are scored in five-point Likert type (1-Strongly disagree, 2-Disagree, 3-Somewhat agree, 4-Agree, 5-Strongly agree). As the score obtained from the scale increases, the perception of disaster preparedness also increases.

Secondary Outcome Measures

Name	Time	Method
Nurses' Competence Assessment Scale for Disaster Management	Pre-test before intervention, post-test at the end of 5-week intervention, 1-month follow-up, 3-month follow-up and 6-month follow-up stages were applied to all groups.	The scale developed by Yıldız Keskin (2023) to evaluate the competences of nurses regarding disaster management consists of 43 items in two dimensions (disaster preparedness and disaster response). The items of the scale are scored in five-point Likert type (1-Strongly disagree, 2-Disagree, 3-Somewhat agree, 4-Agree, 5-Strongly agree).

Trial Locations

Locations (1)

Zonguldak Bulent Ecevit University; 🇹🇷 Zonguldak, Turkey