The Effect of Two Different Education Methods Based on Distance Education for Nursing Students on Critical Thinking
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 153
- 试验地点
- 1
- 主要终点
- critical thinking disposition
研究概览
简要总结
Critical thinking forms the basis of nursing knowledge. Critical thinking skills constitute a vital part of the nurse's work performance, adaptation, problem solving, awareness of the responsibilities of the profession, and the conceptual understanding of nursing. Due to the increasing number of dependent patients, complex care needs and increasing research in the field of health, intensive care nurses have to think critically in order to learn throughout life, develop professionally, work effectively with teammates, reach care and treatment goals, and contribute to the change of society.
详细描述
The sample size of the study was calculated using the G*Power Software (ver. 3.1.9.2) program. For the smallest sample size of the study, 85% power and medium effect size (f:0.25) at the 95% confidence interval, 110 individuals were found, with at least 55 individuals in each group. The intervention group consisted of students enrolled in the intensive care nursing course, which is one of the third year elective courses, and the control group consisted of the students enrolled in the perinatology course from the third year elective courses. The study was completed on a voluntary basis. After the losses, a sample of 64 from the intervention group and 54 from the control group was created, and the data of a total of 118 students were evaluated. The students in the intervention group were given theoretical training for the first 4 weeks, followed by theoretical and case presentations in the following weeks. It is aimed to increase the critical thinking disposition of the students by using critical thinking techniques during the trainings. A total of 8 weeks of training was given. For the first 5 weeks, training was given with a two-week break for the next three weeks. The control group was given a booklet for critical thinking. Pre-test and post-test were applied simultaneously to both groups. Critical thinking disposition scale was applied in the pre-test and post-test.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Willingness to participate in the research,
- •Willingness to participate in the research,
- •Not having taken a critical thinking course before,
- •Being able to speak Turkish,
排除标准
- •Not being willing to participate in the research,
- •Not willing to participate in the research,
- •To fill in the research forms incompletely,
- •Working as a nurse in an institution
- •To be a graduate of the nursing department from a health vocational high school.
结局指标
主要结局
critical thinking disposition
时间窗: 8 weeks after the implementation
evaluated with "critical thinking disposition (CTHD) scale". This scale include 5 subdimensions. Total minimum score is 49, maximum score is 245. An increase in the score indicates that the tendency to think critically increases.
次要结局
未报告次要终点
研究者
Esra Tayaz
Research Assistant
Ankara Yildirim Beyazıt University