The Effect of Creative Drama Education on Nursing Students' Reflective Thinking and Clinical Decision-Making: A Mixed-Methods Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 77
- 试验地点
- 1
- 主要终点
- Reflective Thinking
研究概览
简要总结
This randomized controlled mixed-methods study evaluated the effect of creative drama education on nursing students' reflective thinking and clinical decision-making skills. Participants were randomly assigned to either an experimental group receiving creative drama education (n = 40) or a control group participating in case-based discussion sessions (n = 37). Quantitative data were collected before and after the intervention using validated measurement instruments. Following completion of the intervention, qualitative interviews were conducted with participants from the experimental group to explore their learning experiences and provide a deeper explanation of the quantitative findings.
详细描述
Reflective thinking and clinical decision-making are essential competencies for nursing students to deliver safe, evidence-based, and patient-centered care. Active learning approaches are increasingly recommended to improve these competencies during undergraduate nursing education. Creative drama is an experiential teaching method that promotes active participation, critical reflection, communication, empathy, collaboration, and problem-solving through role-playing, improvisation, and group interaction.
This randomized controlled mixed-methods study investigated whether creative drama education improves nursing students' reflective thinking and clinical decision-making compared with conventional case-based discussion. Undergraduate nursing students were randomly allocated to either an experimental group receiving structured creative drama education (n = 40) or a control group receiving case-based discussion sessions (n = 37). Reflective thinking and clinical decision-making were measured before and after the intervention. Subsequently, qualitative interviews were conducted with students in the experimental group to explore their experiences and explain the quantitative findings.
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
- Triple (Participant, Investigator, Outcomes Assessor)
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
- •Undergraduate fourth-year nursing students enrolled in the nursing program.
- •Aged 18 years or older.
- •Able to communicate in Turkish.
- •Available to attend all scheduled educational sessions.
排除标准
- •Previous participation in formal creative drama training related to nursing education.
- •Failure to attend one or more educational sessions.
- •Withdrawal from the study at any stage.
- •Incomplete completion of the study questionnaires (pre-test or post-test).
研究组 & 干预措施
Creative Drama-Based Training
Participants received structured creative drama education designed to improve reflective thinking and clinical decision-making through experiential learning, role-playing, improvisation, and group reflection.
干预措施: Creative Drama-Based Trainning (Behavioral)
Case-Based Discussion
Participants received instructor-guided case discussion sessions covering the same educational objectives using conventional teaching methods.
干预措施: Case-Based Discussion (Behavioral)
结局指标
主要结局
Reflective Thinking
时间窗: Baseline and immediately after the intervention.
Change in reflective thinking scores measured from baseline to immediately after completion of the educational intervention using a validated reflective thinking scale.
Clinical Decision-Making
时间窗: Baseline and immediately after the intervention.
Change in clinical decision-making scores measured from baseline to immediately after completion of the educational intervention using a validated clinical decision-making scale.
次要结局
未报告次要终点
研究者
Tugce Kabak Solak
TKSOLAK
Agri Ibrahim Cecen University