Applying Interactive E-books on Breastfeeding to Enhance Nursing Students' Learning Motivation and Effectiveness in Breastfeeding Education
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 100
- 试验地点
- 2
- 主要终点
- Breastfeeding Knowledge Questionnaire
研究概览
简要总结
This study aims to explore the impact of interactive breastfeeding e-books on nursing students' breastfeeding learning outcomes. The subjects are third-year nursing students from a university in central Taiwan. A randomized controlled design will be adopted. The experimental group will use interactive breastfeeding e-books for learning, while the control group will use traditional face-to-face courses to evaluate the changes in students' breastfeeding knowledge, skills, and learning motivation. The expected results can provide a reference for innovative teaching models in nursing education and promote the future clinical promotion of breastfeeding.
详细描述
Breastfeeding is widely considered to be the best source of nutrition for infants, helping to reduce infant morbidity and mortality, reduce the risk of infection and chronic diseases, and promote intellectual development. However, in current nursing education, how to effectively improve students' knowledge and skills of breastfeeding has yet to be developed. Common traditional face-to-face courses are limited by time and venue, which requires students to re-adapt and learn when entering the clinical internship stage, affecting learning efficiency and clinical application. In addition, male students may find it challenging to learn breastfeeding due to gender factors.
With the rapid development of information technology, e-books and multimedia interactive teaching materials have been proven to improve learning motivation and effectiveness, promote individualized learning experience, and enhance problem solving and creative thinking. Through animation, sound effects, pictures, and game quizzes, it can effectively help students master professional knowledge and overcome the limitations of traditional teaching.
This study adopts a randomized controlled experimental design and is expected to recruit 100 third-year nursing students from a university in central Taiwan, divided into an experimental group and a control group. The experimental group studied with an interactive breastfeeding e-book, and the control group took a traditional face-to-face course. Data were collected through a structured questionnaire, and changes in breastfeeding knowledge, skill acquisition, and learning motivation were analyzed using descriptive and inferential statistics. The expected results showed that the interactive e-book not only significantly improved students' learning outcomes, but also helped overcome gender restrictions, enhance learning motivation, promote future clinical promotion of breastfeeding, and serve as an important reference for innovative nursing education models.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 20 Years 至 30 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •It is expected to include 100 people.
- •Age 20 to 30 years old.
- •A third-year nursing student.
- •Studying obstetrics and gynecology nursing this semester.
- •Agree to participate in this study and sign the research consent form.
排除标准
- •1 .Students who are planning to take a leave of absence at the time of data collection.
- •2.Students who have not taken obstetrics and gynecology nursing this semester or have taken it in the past.
- •3.Students who are unable to use 3C products.
研究组 & 干预措施
E-book
Breastfeeding eBook learning mode.
干预措施: E-Book (Behavioral)
face-to-face teaching
face-to-face teaching of breastfeeding
干预措施: face-to-face teaching (Behavioral)
结局指标
主要结局
Breastfeeding Knowledge Questionnaire
时间窗: The experimental group and the control group will Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention
This questionnaire consists of 10 multiple-choice questions. Each correct answer is scored 10 points, and each incorrect answer is scored 0 points, yielding a total score range of 0-100. The questions were self-developed in the form of clinical scenario-based multiple-choice items, focusing on the benefits of breastfeeding, breastfeeding positions, breast milk storage methods, breast milk expression (hand expression), and nursing interventions to maintain milk supply.
Breastfeeding Skills Assessment Scale
时间窗: The experimental group and the control group will Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention
Breastfeeding skills were assessed using a "Breastfeeding Skills Assessment Scale," which includes 20 steps such as hand hygiene before procedures, self-introduction, patient identification, ensuring privacy, explaining the purpose and process, breastfeeding positions, and hand expression techniques. Each step is scored as follows: completely correct = 5 points, partially correct = 3 points, and incorrect = 0 points. The total score ranges from 0-100, with higher scores indicating better application of breastfeeding skills.
Breastfeeding Self-Efficacy Scale
时间窗: The experimental group and the control group will Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention
Breastfeeding self-efficacy was evaluated using a 10-item Breastfeeding Self-Efficacy Scale. Each item is rated on a 4-point Likert scale, where 1 = not at all capable and 4 = expert level. The total score ranges from 10 to 40, with higher scores indicating greater self-efficacy in performing breastfeeding skills.
ARCS-Based Learning Motivation Scale
时间窗: The experimental group and the control group will Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention
The scale assesses learners' motivation toward the educational materials across four dimensions: Attention (12 items), Relevance (9 items), Confidence (9 items), and Satisfaction (6 items), for a total of 36 items. Responses are rated on a 5-point Likert scale, ranging from 5 ("Strongly Agree") to 1 ("Strongly Disagree"). The total score ranges from 36 to 180 points, with higher scores indicating stronger learning motivation.
Critical Thinking Disposition Scale
时间窗: The experimental group and the control group will Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention
This scale consists of 20 items and adopts a 6-point Likert scoring method: 1 (Never), 2 (Almost Never), 3 (Rarely), 4 (Sometimes), 5 (Often), and 6 (Always). It measures critical thinking disposition, which refers to an individual's tendency to engage in systematic analysis, maintain an open-minded attitude with empathy, and possess a wise curiosity for questioning, integration, and reflection, all of which facilitate critical thinking processes.
次要结局
未报告次要终点
研究者
Ting-Shan Chang
Assistant Professor
China Medical University Hospital