Effect of Project Planning Course on Nursing Students' Critical Thinking, Lifelong Learning, and Innovativeness

Not Applicable

Active, not recruiting

• Conditions: Nursing Education

• Registration Number: NCT07090967
• Lead Sponsor: Istanbul University

Brief Summary

This randomized, controlled trial investigates the impact of a Project Planning Course on third-year undergraduate nursing students' critical thinking motivation, lifelong learning skills, and individual innovativeness. Participants were randomized into two groups: an intervention group receiving the Project Planning Course and a control group with no intervention. The Project Planning Course consisted of 14 weeks of theoretical and practical training, aiming to develop students' skills in research project management and patent/utility model application. Data were collected using the Critical Thinking Motivation Scale (CTMS), the Lifelong Learning Scale (LLS), and the Individual Innovativeness Scale (IIS). Statistical analysis was conducted using non-parametric tests. The study complies with ethical standards, including approval from the relevant ethics committee, and is prospectively registered at ClinicalTrials.gov.

Detailed Description

This study explores the effects of a structured Project Planning Course on the development of essential 21st-century competencies among undergraduate nursing students. Designed as a randomized controlled trial, the study involved third-year nursing students who were randomly assigned to either an intervention group, which completed a 14-week course in project planning, or a control group that received no intervention. The intervention focused on enhancing students' abilities in research planning, innovation, and intellectual property application, including patent and utility model procedures.

To assess the impact of the course, data were collected using validated instruments: the Critical Thinking Motivation Scale (CTMS), the Lifelong Learning Scale (LLS), and the Individual Innovativeness Scale (IIS). Statistical analyses were performed using non-parametric tests appropriate for the data distribution. Ethical approval was obtained from the institutional review board, and the trial was prospectively registered at ClinicalTrials.gov. This study contributes to nursing education literature by evaluating how structured project-based learning influences students' motivation, learning orientation, and innovativeness in preparation for dynamic healthcare environments.

Study Timeline

• Study Start: 2025-02-23
• Study First Submitted: 2025-05-26
• Status Verified: 2025-07
• Study First Submitted QC: 2025-07-21
• Last Update Submitted: 2025-07-21
• Study First Posted: 2025-07-29
• Last Update Posted: 2025-07-29
• Primary Completion: 2025-07-30
• Study Completion: 2025-07-30

Recruitment & Eligibility

• Status: ACTIVE_NOT_RECRUITING
• Sex: All
• Target Recruitment: 38

Inclusion Criteria

• Inclusion criteria were as follows: age ≥ 18 years, , and willing to participate in the study.

Exclusion Criteria

• who don't want to participate in the study

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: CROSSOVER

Primary Outcome Measures

Name	Time	Method
critical thinking	From the beginning of the term and end of the term at 14 weeks.	Critical Thinking Motivation Scale: The CTMS is a 19-item, six-point Likert-type scale developed by Valenzuela et al. and adapted into Turkish by Dönmez and Kaya (2016). It includes five factors under two main dimensions: "expectation" and "value." Scores are calculated by averaging item responses within each subscale. The scale has a Cronbach's alpha of 0.90. Higher scores indicate greater motivation for critical thinking.
lifelong learning	From the beginning of the term and end of the term at 14 weeks.	Lifelong Learning Scale: The LLS, developed by Wielkiewicz and Meuwissen (2014) and adapted into Turkish by Engin et al. (2017), is a 15-item, single-factor scale rated on a five-point Likert scale. Total scores range from 15 to 75, with higher scores indicating stronger lifelong learning tendencies. The scale's Cronbach's alpha is 0.86.
Individual Innovativeness	From the beginning of the term and end of the term at 14 weeks.	Individual Innovativeness Scale:The IIS, developed by Hurt et al. (1977) and adapted into Turkish by Kılıçer and Odabaşı (2010), is a 20-item scale with four factors: Resistance to Change, Opinion Leadership, Openness to Experience, and Risk-Taking. It uses a five-point Likert scale and has a Cronbach's alpha of 0.82. Total scores classify individuals as Innovators (\>80), Early Adopters (69-80), Early Majority (57-68), Late Majority (46-56), or Laggards (\<46).

Trial Locations

Locations (1)

Istanbul University; 🇹🇷 Istanbul, Turkey