The Effect of Case-based Teaching on Critical Thinking Motivation, Motivation and Knowledge Acquisition in Midwifery Undergraduate Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 72
- 试验地点
- 2
- 主要终点
- Determination of Critical Thinking Motivation
研究概览
简要总结
Case-based teaching will be applied to second year midwifery undergraduate students. The intervention group (case-based teaching implementation group) and the control group each consist of 35 students.
详细描述
Materials and Methods
The randomized controlled study will be conducted between March-April 2024 with 70 students (35 intervention group and 35 control group) who are studying in the second year of Kahramanmaraş Sütçü İmam University, Faculty of Health Sciences, Department of Midwifery and taking the risky pregnancy and care course for the first time. Case-based teaching will be applied to the students in the intervention group. The students will be informed about the method to be followed in the study, the voluntary information form will be read to those who want to participate in the study, and their verbal and written permissions will be obtained. "Student Information Form", "Critical Thinking Motivation Scale", "Academic Motivation Scale" and "Knowledge Assessment Form" will be applied to the students as pre-test data with face-to-face method before the classical theoretical education in the classroom. Classical in-class theoretical education will be given to all students on the most frequently encountered risky pregnancy diagnoses such as hemorrhages, hyperemesis gravidarum, oligohydramnios and urinary system diseases. In the intervention group, the cases prepared on the basis of the subject taught to the students after each subject will be applied after the theoretical teaching of each subject within the scope of the Risky Pregnancy and Care course. The application will take place on different days, in 4 sessions and in each session, case-based teaching will be done for different topics. Each application is expected to last approximately 60-100 minutes. The cases in question were created by the researchers by reviewing the literature. The students in the control group will not be given any application after the classical theoretical education in the classroom. "Student Information Form (13th and 14th questions)", "Critical Thinking Motivation Scale", "Academic Motivation Scale", "Knowledge Assessment Form" and "Visual Comparison Scale" will be applied to all students as post-test data after the case-based instruction of four subjects.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Supportive Care
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 45 Years（Adult）
- 性别
- Female
- 接受健康志愿者
- 是
入选标准
- •Who agreed to participate in the research,
- •2nd year midwifery student taking the "Risky Pregnancy and Care" course,
- •No clinical experience in hemorrhages, hyperemesis gravidarum, oligohydramnios and urinary system diseases (Health Vocational High School Graduate etc.).
排除标准
- •Incomplete completion of data collection forms,
- •Not participating in all case-based teaching phases,
- •Who want to leave the study,
- •Working as a midwife in any health institution,
- •Who have taken this course before.
结局指标
主要结局
Determination of Critical Thinking Motivation
时间窗: Four weeks after the first interview, the Critical Thinking Motivation Scale is administered as a pre-test to all students in both groups.
The Critical Thinking Motivation Scale (CTMS) consists of 19 items and is rated on a Likert-type scale from 1 to 6. It has two main sub-dimensions as "expectancy" and "value". Consisting of 4 items, the main sub-dimension "expectation" aims to measure individuals' perceptions of the possibility of accomplishing the tasks. The second main sub-dimension, "value", has 15 items. The main sub-dimension "Value" consists of "achievement" (4 items), "usefulness" (4 items), "intrinsic value/interest value" (4 items) and "compensation" (3 items) The first sub-dimension of the main sub-dimension "Value", "achievement", measures the importance of doing a task well; "intrinsic value" measures the pleasure derived from doing a task; "usefulness" refers to how a task fits with one's future plans; "cost" refers to the constraint that engaging in an activity places on other activities, the evaluation of how much effort is required to complete the activity, and the emotional cost of doing so.
次要结局
- Determining the status of access to information(Four weeks after the first interview, the information assessment form is administered as a pre-test to all students in both groups.)
- Evaluation of satisfaction with the training methods used and the effect of training methods on perceptions of competence during clinical practice(Four weeks after the first interview, the Visual Comparison Scale is administered as a pre-test to all students in both groups.)
- Determining the level of Academic Motivation(Four weeks after the first interview, the Academic motivation scale is administered as a pre-test to all students in both groups.)
研究者
Esra KARATAŞ OKYAY
Principal Investigator
Kahramanmaras Sutcu Imam University