Effect of Sequential Case Triangle-Based Project-Based Learning on Psychosocial Care Competency, Cooperative Learning, and Clinical Reasoning in Nursing Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 179
- 试验地点
- 1
- 主要终点
- Psychosocial Care Competency Self-Assessment
研究概览
简要总结
This study will look at whether a teaching method called "Sequential Case Triangle-Based Project-Based Learning" helps nursing students learn psychosocial care skills better. The study will take place during a Psychosocial Nursing course for fourth-year nursing students. Students will be divided into groups. Each group will work on one part of a patient case (creating the case, assessing it, or planning nursing care) using short role-play videos, building on the work of the group before them. Before and after the course, students will complete surveys measuring their psychosocial care competency, teamwork (cooperative learning) skills, and clinical reasoning skills. The study will compare students' scores before and after the course to see if this teaching method improved these skills.
详细描述
Background: Nursing education aims to develop critical thinking, problem-solving, and clinical reasoning skills, alongside the ability to provide holistic psychosocial care. Case-based and project-based learning are student-centered strategies shown to support these outcomes, but their combined application in a sequential, team-dependent format has not been widely studied in psychosocial nursing education.
Objective: To evaluate the effect of a Sequential Case Triangle-based project-based learning approach, applied within a Psychosocial Nursing course, on nursing students' self-assessed psychosocial care competency, cooperative learning, and clinical reasoning levels.
Hypotheses:
H1: Students' psychosocial care competency self-assessment scores will increase after the intervention.
H2: Students' cooperative learning scores will increase after the intervention. H3: Students' clinical reasoning levels will increase after the intervention.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Other
- 盲法
- None
盲法说明
All participants received the same intervention (Sequential Case Triangle-based project-based learning) with no control or comparison group; outcomes were assessed pre- and post-intervention within the same group.
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Enrolled in the "Psychosocial Nursing" elective course
- •Willing to voluntarily participate in the study and sign the Informed Consent Form
排除标准
- •Unable to complete the course (e.g., more than five absences, failure to submit the project assignment, or withdrawal from the course)
研究组 & 干预措施
Experimental Group
干预措施: Sequential Case Triangle Based Project (Behavioral)
结局指标
主要结局
Psychosocial Care Competency Self-Assessment
时间窗: Baseline (course week 1) and post-intervention (course week 15)
The Psychosocial Care Competency Self-Assessment Scale is an 18-item, 5-point Likert-type self-report scale with four subscales (symptom identification, use of knowledge, intervention, and diagnosis). Total scores range from 18 (minimum) to 90 (maximum), with higher scores indicating better self-assessed psychosocial care competency.
Clinical Reasoning
时间窗: Baseline (course week 1) and post-intervention (course week 15)
The Clinical Reasoning Scale for Nursing Students is a 16-item, 5-point Likert-type self-report scale with four subscales (awareness of clinical clues, verification of clinical problems, action determination and implementation, and evaluation and reflection). Total scores range from 16 (minimum) to 80 (maximum), with higher scores indicating a higher level of clinical reasoning.
次要结局
- Cooperative Learning(Baseline (course week 1) and post-intervention (course week 15))
研究者
Seda Er
Assist. Prof.
Medipol University