The Effect of Two Dıfferent Technıques Used in Psychomotor Skılls Traınıng on Self-Confıdence And Anxıety in Clınıcal Decısıon-Makıng and Academıc Success of Nursıng Students: A Randomızed Controlled Trıal
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 74
- 试验地点
- 4
- 主要终点
- Primer Outcome
研究概览
简要总结
Background: Nursing education aims to provide students with knowledge and skills related to the profession and develop students in terms of personal characteristics such as clinical decision-making, problem-solving, and critical thinking. Innovative approaches and interactive learning strategies are needed during education periods to increase skills and personal development.
Aim: The study aimed to investigate the effect of computer simulation and imagery learning techniques in psychomotor skills training of nursing students on self-confidence and anxiety in clinical decision-making and academic achievement.
Design: It is an experimental study with a pretest-posttest design with two intervention groups.
Setting: The study was conducted between December 2023 and January 2024 at the faculty of health sciences of a university in Turkey's central region.
详细描述
Background: Nursing education aims to provide students with knowledge and skills related to the profession and develop students in terms of personal characteristics such as clinical decision-making, problem-solving, and critical thinking. Innovative approaches and interactive learning strategies are needed during education periods to increase skills and personal development.
Aim: The study aimed to investigate the effect of computer simulation and imagery learning techniques in psychomotor skills training of nursing students on self-confidence and anxiety in clinical decision-making and academic achievement.
Design: It is an experimental study with a pretest-posttest design with two intervention groups.
Setting: The study was conducted between December 2023 and January 2024 at the faculty of health sciences of a university in Turkey's central region.
Methods: The Turkish version of the "Self-Confidence and Anxiety in Clinical Decision Making" scale was used at the beginning (pre-test) and end (post-test) of the four-week sessions of the interventions. Moreover, the "Academic Achievement Test" was used at the end of the interventions. Differences in mean scores between the groups were analyzed with mixed-design ANOVA.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Basic Science
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 35 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •taking the Fundamentals of Nursing course for the first time,
- •being have to attend to the Fundamentals of Nursing course,
- •having a GPA above 1.80,
- •volunteering to participate in the study. It was determined that there were 96 students enrolled in the Fundamentals of Nursing course.
排除标准
- •who did not attend regularly during the sessions
结局指标
主要结局
Primer Outcome
时间窗: PRE TEST-POST TEST (1 month apart)
Nursing Anxiety and Self-Confidence with Clinical Decision Making Scale: It was developed by White et al. in 2011. The Turkish validity and reliability study of the scale was performed by Bektaş et al. (2017). The scale consists of two sections (self-confidence and anxiety) and 27 items on a six-point Likert scale. The scale has three sub-dimensions for both self-confidence and anxiety sections; "using sources to acquire information and listening to them carefully (13 questions)", "using the information in hand to determine the problem (7 questions)", and "knowing and taking action (7 questions)". Separate scores are obtained for self-confidence and anxiety. As the score obtained from the self-confidence section increases, students' self-confidence levels increase. As the score obtained from the anxiety section decreases, students' anxiety levels decrease. The lowest score that can be obtained from the self-confidence and anxiety sections is 27, and the highest score is 162.
次要结局
- Secondary Outcome(post test (after 1 month))
研究者
Ozlem Sahin Akboga
ASSISTANT PROFESSOR
Bozok University