The Impact of Web 2.0 Tools on Nursing Education

Not Applicable

Recruiting

• Conditions: Educational Problems
• Interventions: Other: Kahoot intervention

• Registration Number: NCT06390449
• Lead Sponsor: Erzurum Technical University

Brief Summary

This research was planned experimentally to investigate the effect of teaching supported by WEB 2.0 tools on the development of WEB pedagogical content knowledge of nursing students. Innovative learning technologies provide easy and fast access to information. One of the important opportunities provided by the Internet is that it facilitates the transfer of information in education and enables active learning thanks to WEB 2.0 applications.

The use of WEB 2.0 tools in nursing education provides significant benefits to the cognitive, affective and behavioral fields. Considering their important role in education, academic nurses' technological applications are critical to achieve good results in this context. For this reason, it is very important to shed light on the use of Web 2.0 tools for nursing education, to enlighten nurse candidates about the general use of Web 2.0 tools, and at the same time to discover the best technological practices they use.

Detailed Description

In this study, a priori power analysis was performed before starting the study to determine the sample size. In the power analysis, it was determined that the number of samples should be 80, 40 interventional and 40 control, with a 0.05 significance level, 95% confidence interval, 95% power and a 5% margin of error.

SPSS 23.0 (Statistical Program for Social Sciences) package program will be used to evaluate the data obtained from the research. The suitability of variables to normal distribution will be examined visually (histograms, probability plots) and analytical methods (Kolmogorov-Smirnov test). When comparing control and intervention groups, independent groups t-test will be used for comparisons between normally distributed continuous variables, and chi-square test will be used for categorical variables. Comparing the scale scores before and after the application in the intervention group, if the data shows a normal distribution, paired t test will be applied, if it does not show a normal distribution, the Wilcoxon test will be applied. The relationships between variables will be evaluated using Pearson correlation analysis for normally distributed values, and Spearman correlation analysis for non-normally distributed values. Statistical significance level will be accepted as p\<0.05

Study Timeline

• Study Start: 2023-10-01
• Study First Submitted: 2024-03-22
• Status Verified: 2024-04
• Study First Submitted QC: 2024-04-25
• Last Update Submitted: 2024-04-25
• Study First Posted: 2024-04-30
• Last Update Posted: 2024-04-30
• Primary Completion: 2024-05-01
• Study Completion: 2024-07-01

Recruitment & Eligibility

• Status: RECRUITING
• Sex: All
• Target Recruitment: 80

Inclusion Criteria

Being a second year student in the nursing department Not having received training on WEB tools Taking the basic principles and practices course in nursing

Exclusion Criteria

• Not being a second-year student in the nursing department Having training on WEB tools Not taking the basic principles and practices course in nursing

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Experimental	Kahoot intervention	"Kahoot application", which is in the digital test category as a Web 2.0 tool, will be applied after teaching the basic principles and practices in nursing course for 6 weeks. After the applications are completed, the personal information form and the "Web Pedagogical Content Knowledge Scale" will be applied again to both groups.

Primary Outcome Measures

Name	Time	Method
Web Pedagogical Content Knowledge Scale:	6 months	Web Pedagogical Content Knowledge Scale , consisting of five dimensions and 30 items. Sub-dimensions of the scale created in 5-point Likert type; It has been named as "general web", "communicative web", "pedagogical web", "web pedagogical content", "attitude towards web-based teaching". Cronbach's alpha internal consistency coefficient for the Turkish form was found to be .94. The reliability of the scale was examined with the Cronbach alpha internal consistency coefficient and this value was found to be 0.96 for the entire scale and 0.94, 0.96, 0.94, 0.95 and 0.92 for the factors, respectively.

Trial Locations

Locations (1)

Erzurum Technical University; 🇹🇷 Erzurum, Turkey