The Effect of the Project Planning Course on Nursing Students' Critical Thinking, Lifelong Learning, and Individual Innovativeness Skills: A Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 38
- 试验地点
- 1
- 主要终点
- critical thinking
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Crossover
- 主要目的
- Other
- 盲法
- None
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
- •Inclusion criteria were as follows: age ≥ 18 years, , and willing to participate in the study.
排除标准
- •who don't want to participate in the study
结局指标
主要结局
critical thinking
时间窗: 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
时间窗: 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
时间窗: 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).
次要结局
未报告次要终点
研究者
Merve Tuncer
Assistant Professor
Istanbul University