The Effects of Heart Surgery Nursing Mobile Micro-course in Perioperative Registered Nurse.
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 74
- 试验地点
- 2
- 主要终点
- Engagement Scale
研究概览
简要总结
The goal of this clinical trialis to compare in learning effectiveness of nurses. The main questions it aims to answer are:
- Can the "Micro-course" teaching enhance the awareness of cardiac surgery nursing among operating room nurses?
- Can the "Micro-course" teaching boost the learning motivation and engagement of operating room nurses?
- What is the satisfaction level of nurses regarding the use of "Micro-course" in cardiac surgery nursing?
- What are the relevant factors influencing the effectiveness of the "Micro-course" teaching intervention?
Participants will be divided into two groups. The control group will receive online presentations, while the experimental group will engage in mobile learning combined with micro-courses. Both groups of participants will undergo instruction through asynchronous online courses.
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 (Participant)
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Currently engaged in clinical surgical nursing and possess a valid nursing license.
- •Individuals who have not received training for cardiac surgery scrub nursing or who have received such training but have not worked as a cardiac surgery scrub nurse for more than two years.
- •Nurses involved in the collaborative use of personnel during operating room duty.
排除标准
- •Nursing supervisors at the level of charge nurse or higher.
- •Nurses exclusively engaged in local anesthesia surgical nursing.
- •Nurses primarily engaged in waiting room, recovery room, and anesthesia nursing.
研究组 & 干预措施
micro-course
The experimental group adopts micro-course instruction, providing self-directed learning through online asynchronous courses, with instructional content delivered through short videos created by the researcher.
干预措施: micro-course (Other)
slide presentation
The control group, on the other hand, employs a unidirectional teaching method by the instructor, offering self-directed learning through online asynchronous courses, primarily using researcher-created online presentations.
干预措施: slide presentation (Other)
结局指标
主要结局
Engagement Scale
时间窗: One week after the course concluded, measurements were taken.
This scale comprises a total of 10 items, scored using a four-point Likert scale, ranging from 4 points for "strongly agree" to 1 point for "strongly disagree." Higher scores indicate a higher level of learning engagement among the research subjects.
Cognitive scale
时间窗: Before the experiment commenced, all participants underwent a uniform pre-test. A post-test was administered one week after the conclusion of the course. A second post-test was conducted four weeks after the course concluded (this served as a delayed ass
The cognitive scale was self-designed by the author after referencing textbooks and journal articles. It is divided into four dimensions based on teaching topics, with a total of 15 single-choice questions to assess nurses' cognition of cardiac surgery. Each correct answer earns 1 point, with higher scores indicating higher levels of cognition.
motivation scale
时间窗: Before the experiment started, all participants underwent a standardized pre-test. A post-test was conducted one week after the conclusion of the course
The scale consists of 12 items and employs a four-point Likert scale for scoring, ranging from 4 points for "strongly agree" to 1 point for "strongly disagree." Higher scores indicate stronger learning motivation.
次要结局
- learning satisfaction(One week after the course concluded, measurements were taken.)
研究者
Ting-Fang Yeh
Registered Nurse
Chang Gung Memorial Hospital