The Effect of Creative Drama Education on Student Nurses' Professional Nursing Value Perceptions: A Randomized Controlled Study
Trial Snapshot
- Phase
- Not Applicable
- Status
- Recruiting
- Sponsor
- Enrollment
- 68
- Locations
- 1
- Primary Endpoint
- Personal Information Form
Study Overview
Brief Summary
Objective: This study will be carried out as a pre-test-post-test randomised controlled study to examine the effect of creative drama training on the perception of professional values in nursing students.
Materials and Methods: In the study, it was planned to collect data using Personal Information Form and Professional Values of Nurses Scale (HPVS) as data collection tools. SPSS 25.0 (Statistical Package for Social Science) programme will be used for data analysis.
Design: Randomised controlled.
Study Group: The study was planned to be conducted with student nurses studying at Istanbul Arel University, Faculty of Health Sciences, Department of Nursing. The sample size of the study was calculated as a minimum of 68, 34 in the experimental group and 34 in the control group, based on Cohen's standardised effect size of 0.80 and with a power of 0.90 with the 'G. Power-3.1.9.4' programme.
Detailed Description
Professional values serve as a guide for actions accepted by professional groups and experts, providing a framework for assessing the values and beliefs that affect professional performance. For the nursing profession to achieve professional status and provide more qualified and effective care to individuals and, consequently, society, it is crucial for nurses to have a strong professional identity and professional values.
The quality of education and training plays a significant role in the development of professional professionalism. The acquisition of a professional identity begins during education and continues throughout a person's career. Therefore, creating awareness of the profession among nursing students during their student years will contribute significantly to the professionalization of the field in the future. It is essential for those who will pursue a nursing career to acquire professional values starting from their student years and to positively develop these values.
Research Question: Does the creative drama method have an effect on nursing students' perceptions of professional values (human dignity, responsibility, initiative, safety, autonomy) compared to the traditional teaching method?
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Primary Purpose
- Supportive Care
- Masking
- Single (Participant)
Masking Description
1
Eligibility Criteria
- Ages
- 18 Years to 28 Years (Adult)
- Sex
- All
- Accepts Healthy Volunteers
- Yes
Inclusion Criteria
- •To have taken and successfully completed the Basic Concepts in Nursing course,
- •To be registered in the Department of Nursing,
- •Clinical Practice in Health Institutions,
- •Volunteering to participate in the study,
- •To know, understand and be able to speak Turkish
Exclusion Criteria
- Not provided
Arms & Interventions
Experimental
Content of the Training to be given Creative drama and traditional education method will consist of 5 stages. These stages are preparation, warm-up, game, improvisation, formation and evaluation stages. It is aimed to achieve the following gains by planning creative drama and traditional education in accordance with these stages for each of the concepts of human dignity, responsibility, mobilisation, safety and autonomy, which are among the professional values of the nursing profession to be addressed in the study.
Human Dignity Outcomes Responsibility Outcomes Taking Action Outcomes Security Outcomes Autonomy Outcomes
The experimental group will be trained with the creative drama method and the control group will be trained with the traditional teaching method in line with the learning objectives for the topics of human dignity, responsibility, mobilisation, security, autonomy.
Intervention: Creative Drama trainings (Other)
No Intervention
No intervention will be made to the students in the control group after the pre-test application, and the Professional Values of Nurses Scale (HPVS) will be applied within the scope of the post-test application.
The training given to the intervention group will be applied to the students in the control group after the post-test application.
Outcomes
Primary Outcomes
Personal Information Form
Time Frame: 5 minutes
It consists of 8 questions including the student's age, gender, marital status, whether he/she has children, whether he/she works in another job, the number of siblings, the perception of the income status of the person, and whether there is a health worker in the family.
Secondary Outcomes
- Nurses' Professional Values Scale (HPVS)(15 minute)
Investigators
Ebru Sevinç
Lecturer
Istanbul Arel University