The Effectiveness of Blended and Problem-based Learning to Improve the Competence of Geriatric Nursing Students

Not Applicable

• Conditions: Narrative Ethics
• Interventions: Other: The protocol of blended and problem-based learning; Other: The traditional problem-oriented teaching model

• Registration Number: NCT05290909
• Lead Sponsor: National Taipei University of Nursing and Health Sciences

Brief Summary

Medical ecology is a highly uncertain and high-pressure environment. Nurses must use their thinking to make critical judgments and decisions in a short time. Since the outbreak of the Covid-19 epidemic, many universities have produced a lot of innovative inf teaching styles. With the reduction of budget and the evaluation of teaching quality, the blended learning model is gradually being valued by educators.

The aims of this study are to establish a teaching model that applies blended learning and problem-oriented teaching, and to explore the association and effectiveness of critical thinking and ethical competence of research subjects after this intervention in which shortens the gap in learning and practicing for increasing clinical nursing capabilities.

Detailed Description

Medical ecology is a highly uncertain and high-pressure environment. Nurses must use their thinking to make critical judgments and decisions in a short time. Since the outbreak of the Covid-19 epidemic, many universities have produced a lot of innovative inf teaching styles. With the reduction of budget and the evaluation of teaching quality, the blended learning model is gradually being valued by educators.

The aims of this study are to establish a teaching model that applies blended learning and problem-oriented teaching, and to explore the association and effectiveness of critical thinking and ethical competence of research subjects after this intervention in which shortens the gap in learning and practicing for increasing clinical nursing capabilities.

After the implementation of this protocol, the participants would increase the critical thinking and ethical competence of nursing students in geriatric nursing. Also, the teacher can self-review the teaching effect and analyze the actual situation of the students in the construction of ethical competency as a teaching reference to improve or revise teaching strategies.

Study Timeline

• Study Start: 2022-02-15
• Status Verified: 2022-03
• Study First Submitted: 2022-03-12
• Study First Submitted QC: 2022-03-12
• Last Update Submitted: 2022-03-12
• Study First Posted: 2022-03-22
• Last Update Posted: 2022-03-22
• Primary Completion: 2023-01-05
• Study Completion: 2023-07-31

Recruitment & Eligibility

• Status: UNKNOWN
• Sex: All
• Target Recruitment: 100

Inclusion Criteria

• The research object of this project will be the students in the nursing class of a university (third year students), and the students who have taken 2 credits each of " Profession and Ethics"in two working class.

Exclusion Criteria

• Students that have selected " Profession and Ethics" but do not wish to participate in this study

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
The protocol of blended and problem-based learning	The protocol of blended and problem-based learning	The experimental group will accept the protocol of blended and problem-based learning in the professional ethics course, 2 hours /per week, for 18 weeks
The traditional problem-oriented teaching model	The traditional problem-oriented teaching model	The control group will accept the traditional problem-oriented teaching model in the professional ethics course, 2 hours /per week, for 18 weeks

Primary Outcome Measures

Name	Time	Method
Moral distress scale	eighteen weeks after intervention(T1)	This scale is the earliest measurement tool developed in the United States. It can effectively quantify the degree of moral distress generated by nurses when performing care activities. There are 11 questions in total. It can be used to simultaneously measure the frequency of incidents of moral and ethical distress during work and the range of scores. On a scale of 1 (never) to 5 (always), it is also possible to further assess the density of subjects faced with ethically distressing events, with scores ranging from 1 (never) to 5 (many), and when the two are multiplied, which is expressed as the degree of moral and ethical distress. The lower the score, the lower the moral and ethical distress experienced by the nurse in the experience of clinical practice, but the higher the score, the more painful the feelings caused by the moral and ethical distress. higher.
The Critical Thinking Disposition Inventory(CTDI-CV)	eighteen weeks after intervention(T1)	This scale is a scale commonly used in education to evaluate critical thinking assessments. There are 18 items in total. The overall internal consistency and retest stability coefficient both exceed 0.8. It has good reliability and validity. The total score ranges from 18 to 108, with higher scores indicating greater critical thinking ability.
Nurses' Moral Courage Scale，NMCS	eighteen weeks after intervention(T1)	This scale is mainly used to measure the moral courage of clinical nurses' self-assessment. The scale consists of four dimensions and 21 items. They were: ethics (7 items), commitment to good patient care (5 items), compassion and genuine presence with patients (5 items), and ethical responsibility (4 items). Using the Likert 5-point scoring method, "completely disagrees with me" is 1 point, "somewhat disagrees with me" is 2 points, "somewhat agrees with me" is 3 points, "somewhat agrees with me" is 4 points, and "meets me" is 5 points. "Completely agree" is 5 points, and the total scale is 21 to 105 points. The higher the score, the greater the moral courage of the nurse.

Trial Locations

Locations (1)

National Taipei University of Nursing and Health Sciences; 🇨🇳 Taipei, Taipei City, Taiwan