Effect of Microteaching on Ventrogluteal Injection Training

Not Applicable

Not yet recruiting

• Conditions: Nursing Students; Intramuscular Injection

• Registration Number: NCT06884124
• Lead Sponsor: Ataturk University

Brief Summary

Nursing education plays a crucial role in ensuring nurses possess the necessary knowledge and skills to provide high-quality care. Inadequacies in knowledge and practical skills can compromise patient safety and negatively impact care quality. Therefore, integrating both theoretical and practical education that covers cognitive, psychomotor, and affective learning domains is essential for nursing students.

The micro-teaching method has emerged as an innovative educational approach, especially relevant for today's technology-savvy Generation Z students. It involves delivering small, focused learning units enriched with interactive multimedia content, which enhances knowledge retention, skill acquisition, and reduces student anxiety. This method also allows students to repeatedly access short videos and multimedia materials, enabling flexible and effective learning.

Intramuscular (IM) injection is a fundamental skill nursing students must master. Specifically, the ventrogluteal site is considered safer and more effective compared to the dorsogluteal site, as it is associated with fewer complications such as pain, bleeding, and nerve injury.

This study aims to examine the impact of ventrogluteal injection training using the micro-teaching method on nursing students' knowledge, skills, and anxiety levels. It is anticipated that this innovative educational approach will enhance learning outcomes, increase patient safety, and pave the way for future research in nursing education.

The study is unique as it explores an area that has not been previously investigated. Its findings are expected to contribute significantly to the literature, influencing the development of effective teaching methods not only in nursing education but also across other educational fields. Additionally, the study holds importance as it contributes to a doctoral thesis, highlighting its academic value.

Detailed Description

INTRODUCTION AND OBJECTIVE The educational processes of nurses are of great importance for the healthcare system; therefore, possessing the necessary knowledge and skills is essential for providing quality care (Atakoğlu et al., 2020). Deficiencies in knowledge and inadequacies in practical skills jeopardize patient safety and negatively impact the quality of care (Barisone et al., 2019). In this context, it is crucial to provide nursing students with both theoretical and practical training that integrates cognitive, psychomotor, and affective learning domains (Uysal, 2016; Tüzer et al., 2017; Yılmaz \& Korhan, 2017).

Conducting nursing education both theoretically and practically is essential for students to effectively fulfill their roles in clinical settings and become competent professional nurses (Park et al., 2016). Reflecting theoretical knowledge into practice is also an integral part of students' education (Atakoğlu et al., 2020). It is emphasized that practical experiences facilitate knowledge retention, foster a deeper understanding, and enhance the permanence of learning (Rosencwaig, 2020). Therefore, nursing students should be provided with frequent practice opportunities to acquire the necessary psychomotor skills. These skills are typically taught in skills laboratories, where students have the opportunity to reinforce their theoretical knowledge through practice (Bayram \& Çalışkan, 2019).

Students may also have the opportunity to practice in hospital clinics; however, this can bring about emotions such as fear of making mistakes, concern about harming patients, and feelings of inadequacy (Sezer \& Orgun, 2017). Such experiences are among the most anxiety-inducing situations for students during clinical practice and education (Ross \& Carney, 2017; Evgin et al., 2017).

With the expectations of today's technology-savvy Generation Z students and the advancements in information and technology in education, the use of innovative approaches and technology in nursing education has become essential (Güngör et al., 2023). Traditional theoretical lectures and laboratory demonstrations are insufficient to meet the needs of modern students (Stone et al., 2020). Therefore, educators are expected to develop innovative methods that facilitate students' retention of theoretical knowledge while ensuring patient safety (Butt et al., 2018).

Students' learning styles and needs have evolved with the integration of digital technologies into daily life (Carr et al., 2019). Microlearning has emerged as a teaching method that meets these new needs. Microlearning consists of small, focused learning units that are accessible through various devices (Lee, 2021). This method enriches lessons with interactive multimedia content and presents them in short durations. Students have the opportunity to access short videos and multimedia content repeatedly (Shail, 2019). These small learning components of microlearning allow students to decide what and when to learn, make connections between pieces of information, and enhance their knowledge and skills (Ahmad \& Al-Khanjari, 2016; Anil \& Slade Ogalo, 2012).

One of the essential skills nursing students need to acquire during their education is intramuscular (IM) injection application. Annually, over 12 billion medications are administered worldwide through IM injections (Vicdan et al., 2016). IM injections carry risks of complications such as chronic pain, necrosis, abscess, periostitis, and injuries to vessels, nerves, and bones (Kaya \& Palloş, 2019; Lynn, 2015; Zaybak, 2023). Sciatic nerve injury is one of the most serious complications of IM injections, particularly resulting from injections in the dorsogluteal region (Kaya \& Palloş, 2019). However, it has been reported that injections administered in the ventrogluteal region increase patient satisfaction and cause fewer complications such as bleeding, pain, and hematoma (İşseven, 2020; Apaydın \& Öztürk, 2021).

In this context, it is crucial to equip nursing students with the skills to administer IM injections in the ventrogluteal region. Therefore, this study aims to determine the impact of ventrogluteal injection training provided through the micro-teaching method on nursing students' knowledge, skills, and anxiety levels.

ORIGINAL VALUE AND WIDESPREAD IMPACT This study will examine the effects of ventrogluteal injection training, delivered through the micro-teaching method, on nursing students' knowledge, skills, and anxiety levels. If the micro-teaching method is more widely adopted in educational processes, it could enhance educational effectiveness, benefiting nurses, individuals, and society.

The originality of this study is highlighted by the fact that this topic has not been addressed in previous research. The research aims to evaluate the effects of ventrogluteal injection training using micro-teaching on nursing students' knowledge, skills, and anxiety levels, thereby providing valuable data for future studies. The original values of the proposed study are as follows:

In terms of hypothesis: The proposed hypotheses are unique, as no previous studies have addressed this topic.

In terms of methodology: The study aims to determine the impact of ventrogluteal injection training using the micro-teaching method on students' knowledge, skills, and anxiety levels. No previous studies have been found that investigate the effects of such training on these parameters.

In terms of scientific quality: As the proposed project is original, it will contribute new knowledge to the literature.

The study plans to provide ventrogluteal injection training to students using the micro-teaching method, with the expectation that the findings will offer valuable insights for future research. If the study hypotheses are proven, the results will be easily applicable and cost-effective.

The absence of research comparing or applying the micro-teaching method in this context demonstrates the project's originality at both national and international levels. The findings will contribute to the literature by being published as scientific articles in high-impact journals and presented at national and international conferences, symposiums, and seminars. The knowledge gained from this project is expected to serve as a valuable resource not only for the nursing students in the study sample but also for other educational groups. Additionally, the study will pave the way for incorporating new methods into nursing education planning.

The originality and novelty of the research are expected to open the door to new studies and comparative research, thus contributing to the scientific literature. The advantages of different teaching methods will be observed, leading to the widespread use of innovative educational approaches. This will contribute to achieving the established standards in the quality of education provided to students. The findings from this project are expected to bring improvements to teaching methods and enhance the quality of nursing education.

The knowledge obtained from this project is anticipated to guide the selection of teaching methods, effectively enhancing the quality of nursing education. Improvements in students' interest and motivation, resulting in positive class participation, will be beneficial. The new knowledge gained from the project will lay the groundwork for future projects and contribute to the literature. Additionally, the widespread application of new methods across the country, as promoted by this project, could lead to significant advancements in education.

This study also holds importance as it constitutes a doctoral thesis.

Study Timeline

• Study First Submitted: 2025-02-22
• Status Verified: 2025-03
• Study Start: 2025-03-10
• Study First Submitted QC: 2025-03-17
• Last Update Submitted: 2025-03-17
• Study First Posted: 2025-03-19
• Last Update Posted: 2025-03-19
• Primary Completion: 2025-04-10
• Study Completion: 2025-06-02

Recruitment & Eligibility

• Status: NOT_YET_RECRUITING
• Sex: All
• Target Recruitment: 66

Inclusion Criteria

• Graduated from Health Vocational High School,
• Have any previous experience with intramuscular injection,
• Repeating the "Nursing Principles" course,
• After graduating from the fields that provide associate degree education related to health, they are placed in the nursing department with the vertical transfer exam (DGS),
• No internet facility where they live,
• Students who do not want to participate in the study will be excluded from the study.

Exclusion Criteria

• Incomplete responses to data collection forms,
• Who don't want to continue the research,
• Participants who are incomplete in at least one of the theoretical or practical phases of the study will be excluded from the study.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
Student Information Form	Pre-application	This form was created by the researchers and consists of 7 questions to measure the demographic characteristics of the participants.
Ventrogluteal Injection Skill Evaluation Form	after the application, the student's video recording was monitored will be scored (Day 1 and 31)	This form was prepared by the researcher based on the literature (Ay, 2015; Akbıyık, 2021, pp.535-551; Craven et al., 2015; Lynn, 2015; Süzen, 2015, pp.506-514) in order to evaluate the students' ability to administer IM injection to the ventrogluteal region and the form will be finalized by taking expert opinions. In the form, 33 procedures were listed for the steps of material preparation for the application, drug preparation in accordance with the order, patient identity verification, determination of the ventrogluteal injection site, and drug administration to the ventrogluteal injection site. For the content validity of the procedure steps, the opinions of 5 faculty members in the field of nursing principles and 3 faculty members who are experts in the field of teaching will be taken. The form will be applied to third year students because they have studied before. After the preliminary application of the form, item analysis will be performed for each question to determine the di
Ventrogluteal Injection Achievement Test	Before application	This form was prepared by the researcher in line with the literature (Ay, 2015; Akbıyık, 2021, pp.535-551; Craven et al., 2015; Lynn, 2015; Süzen, 2015, pp.506-514) and the form will be finalized by taking expert opinions. The form contains an equal number of "True" and "False" statements. The form includes propositions that measure knowledge about ventrogluteal injection such as what ventrogluteal injection is, to which muscle it is applied, in which age group it can be applied, what to pay attention to before, during and after the injection. For the content validity of the questions, the opinions of 5 faculty members in the field of nursing principles and 3 faculty members who are experts in the field of teaching will be taken. The test will be administered to third year students because of their previous education. After the pre-application of the achievement test, item analysis will be performed for each question to determine the degree of difficulty and discrimination.
Micro Teaching Group Evaluation Form	will be used in the student's evaluation of the trainer after the training (Day 31)	It was created by the researcher in line with the literature (Popovich \& Katz, 2009; Göçer, 2016; Yang et al., 2019). The statements in the form consisting of 12 evaluations will be sent to the opinions of 3 instructors who are experts in the field of teaching. This form will be used both by the researcher and the peers in the same group to evaluate the training of the student practitioner.
State Anxiety Inventory	Before and one month after application	This scale was first developed by Spielberg and colleagues (1970) and its validity and reliability study in Turkey was conducted by Öner and Le Compte (1983). The inventory consists of 20 items and asks individuals to describe how they feel at a certain time and under certain conditions, taking into account their feelings about their situation. In the scoring of the scale items, when the items indicating positive emotions are evaluated as "1" point, they are taken as "4" points, and when they are evaluated as "4" points, they are taken as "1" point. This scale was designed to measure the anxiety levels of individuals. In items related to positive emotions, a score of "1" symbolizes high anxiety and a score of "4" symbolizes low anxiety. On the other hand, for items involving negative emotions, a score of "4" indicates high anxiety, while low scores indicate a low level of anxiety. The 1st, 2nd, 5th, 8th, 10th, 10th, 11th, 15th, 16th, 19th, 19th and 20th items in the scale are reversib