The Effect of Blended Learning Approach on Psychosocial Nursing Diagnoses in Nursing Students: A Randomized Controlled Study
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 发起方
- 入组人数
- 52
- 试验地点
- 1
- 主要终点
- Psychosocial Nursing Diagnosis Information Form
研究概览
简要总结
The nursing process is a systematic approach forming the basis of professional nursing care. Literature indicates that nursing students experience the most difficulty in determining nursing diagnoses, often focusing predominantly on physical needs while neglecting psychosocial, social, and spiritual dimensions. This situation limits the effective implementation of holistic care. The purpose of this study is to evaluate the effect of a case-based blended learning approach developed for nursing students on their knowledge levels and skills in differentiating, correlating, and accurately expressing psychosocial nursing diagnoses. It is anticipated that the findings obtained will contribute to enriching the content of nursing curricula and improving instructional methods.
详细描述
This randomized controlled trial is designed to determine the impact of a structured, model-based blended learning education program on nursing students' competencies in identifying psychosocial nursing diagnoses based on clinical data, prioritizing these diagnoses, and justifying them according to nursing terminology.
The educational content is planned as a total of three sessions. Utilizing a case-based approach, the curriculum will address:
- Sexuality and body image based on the PLISSIT (The PLISSIT Model of Sex Therapy) model,
- Spirituality and hopelessness based on the FICA (The FICA Spiritual History Tool) model,
- Social isolation and role performance based on Gordon's Functional Health Patterns Model,
- Loss, death, and the grieving process based on the Kübler-Ross model.
The educational process will be conducted in line with a blended learning approach, combining traditional face-to-face education methods with digital learning environments and interactive video-supported learning materials. This approach aims to provide students with flexibility in accessing information, support different learning styles, and reinforce the learning process through instant feedback. The study aims to strengthen students' competencies in analyzing underlying psychosocial needs from a holistic perspective and reflecting these assessments in care plans.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 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
- •Being enrolled as a nursing student at the institution where the research is conducted
- •Volunteering to participate in the study
排除标准
- •- Refusing to participate in the study
结局指标
主要结局
Psychosocial Nursing Diagnosis Information Form
时间窗: Baseline (pre-test) and post-test upon completion of the 4-week education module
Knowledge levels will be evaluated using the "Psychosocial Nursing Diagnoses Knowledge Form" developed by the researchers. It consists of 20 questions regarding the definition, defining characteristics, and related factors of psychosocial nursing diagnoses. Higher scores indicate a higher level of theoretical knowledge.
Psychosocial Nursing Diagnostic Skills Form
时间窗: Baseline (pre-test) and post-test upon completion of the 4-week education module
Diagnostic skills will be evaluated using the "Psychosocial Nursing Diagnoses Skill Form" developed by the researchers. It consists of 4 case studies and 20 questions aimed at identifying specific psychosocial nursing diagnoses. Higher scores indicate a higher level of practical diagnostic skill and competency.
次要结局
- Perception of Nursing Diagnoses Scale Score(Baseline (pre-test) and post-test upon completion of the 4-week education module)
研究者
Esra Baysak
Principal Investigator, Nurse
University of Yalova