Experiential Learning and Critical Thinking: An Exploration of the Learning Effectiveness of Using Situational Case Videos in the Application of Emergency Nursing Course
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 入组人数
- 120
- 试验地点
- 2
- 主要终点
- Emergency Nursing Knowledge Test
研究概览
简要总结
This study is a randomized controlled trial. The goal of this clinical trial is to introduce scenario-based case videos into the elective course of Emergency Nursing and Applications for first-year students in a two-year program. By using five typical scenario-based case videos, the aim is to guide students through experiential learning and critical thinking, overcome learning difficulties, increase learning interest, and enhance learning outcomes.
The main aims of this research are:
To explore the effectiveness of emergency scenario-based case teaching on students learning focus, knowledge acquisition, classroom participation, and course satisfaction
The main questions it aims to answer are:
- Are there significant differences in emergency nursing knowledge, learning focus, and course satisfaction between students in the experimental group and the control group after different teaching methods are applied?
- Are there significant differences in classroom participation rates and attendance rates between students in the experimental group and the control group under different teaching methods?
详细描述
This study is a two-group, pre- and post-test, parallel, non-blind randomized controlled trial. This educational practice research project will use scenario-based case videos as the intervention, with experiential learning and critical thinking as the teaching strategies. The goal is to guide students through experiential learning of emergency nursing via videos, using the seven core competencies of the mini-CEX (Physical Assessment, Clinical Judgment, Nursing Interventions, Communication, Empathy, Counseling and Education, Teamwork) to design lesson plans, reflection sheets, and learning materials. Students will be encouraged to critical thinking health issues, strengths, weaknesses, and improvement suggestions in the care process, providing feedback on emergency care.
This study will design five scenario-based lesson plans on topics including triage, meningeal hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. Videos for these scenarios will be created and edited based on these lesson plans.
Convenience sampling will be used to select first-year nursing students from a technology university in Southern Taiwan as participants. Classes will be randomly assigned to either the experimental group or the control group, with an estimated sample size of about 50-60 students per class, totaling 120 participants.
The experimental group will receive the new teaching method involving five scenario-based case videos, while the control group will continue with the traditional lecture-based method. Both groups will complete a basic information questionnaire and a pre-test of prior knowledge. At the end of the semester, students will undergo a post-test assessing emergency nursing knowledge, learning focus, and course satisfaction. Teachers will calculate the overall classroom participation rate, attendance rate, and perform a qualitative analysis of learning materials and reflective reports from the experimental group.
The researcher will screen and recruit subjects, conduct the intervention, and collect data. Inferential statistics will be performed using chi-square tests, Fisher's Exact Test, and independent t-tests to compare differences in basic attributes, knowledge, learning focus, course satisfaction, classroom participation rates, and attendance rates between the two groups.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
盲法说明
Non
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
- •First-year students in the two-year nursing program at a technology university in Southern Taiwan.
- •Adults aged 18 and above.
- •Enrolled in the elective course "Emergency Nursing and Applications."
排除标准
- •Students who have not previously completed courses in Anatomy and Physiology, Basic Nursing, Medical-Surgical Nursing, Physical Assessment, or Pharmacology.
结局指标
主要结局
Emergency Nursing Knowledge Test
时间窗: post-lesson quizzes after the course and a final exam at the end of the semester (through study completion, an average of 4.5 months).
Emergency Nursing Knowledge Test: covering four units: subdural hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. An average of 20 single-choice questions, with a total score ranging from 0 to 100, where higher scores indicate a greater knowledge of Emergency Nursing.
Learning Worksheets
时间窗: during the course on week 1, 4, 6, 10, 14.
Learning Worksheets: covering five units-triage, subdural hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. Each unit has 10 fill-in-the-blank questions, with a total score ranging from 0 to 100, where higher scores indicate a greater learning efficacy.
Learning Engagement Scale
时间窗: through study completion (at the end of the semester), an average of 4.5 months.
Learning Engagement Scale: The scale consists of 19 single-choice questions scored using a five-point Likert scale, ranging from 1 to 5. The higher scores indicating greater classroom engagement. The internal consistency (Cronbach\'s α) of the original scale ranges from 0.83 to 0.88.
Course Satisfaction Questionnaire
时间窗: through study completion (at the end of the semester), an average of 4.5 months.
Course Satisfaction Questionnaire: The questionnaire consists of 12 items, rated on a five-point Likert scale, where 1 indicates strong disagreement and 5 indicates strong agreement. Higher scores indicate higher student satisfaction with the course.
次要结局
- Class Discussion Participation Rate(through study completion (at the end of the semester), an average of 4.5 months.)
- Class Attendance Rate(through study completion (at the end of the semester), an average of 4.5 months.)
研究者
Chia-Chi Kuo
Associate Professor
Chang Gung University of Science and Technology