Examining the Effect of "RECAST-H" (REverse CAses STudies Based on Heutagogy Approach) on Professional Readiness Among Final-Year Nursing Students:Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 84
- 试验地点
- 1
- 主要终点
- Professional socialization
研究概览
简要总结
The goal of this study is to examine the effect of reverse case studies based on the heutagogical approach on the level of readiness for the profession among final-year nursing students.
The hypotheses are:
H0-1: There is no difference in the level of professional readiness between the control group and the intervention group that underwent reverse case studies based on the heutagogy approach.
H0-2: There is no difference in career adaptability between the control group and the intervention group that underwent reverse case studies based on the heutagogy approach.
H0-3: There is no difference in professional socialization between the control group and the intervention group that underwent reverse case studies based on the heutagogy approach.
Secondary Hypothesis:
H0-4: There is no difference in psychological capital levels between the control group and the intervention group that underwent reverse case studies based on the heutagogy approach.
Researchers will compare the heutagogy-based reverse case studies program group with the waiting-list control group to evaluate its effects on professional readiness, career adaptability, professional socialization, and psychological capital.
Participants will:
- complete baseline assessments
- be randomly assigned to either the intervention group or the waiting-list control group
- receive reverse case studies program based on the heutagogy approach (intervention group)
- complete post-intervention assessments after the educational program
详细描述
Background: Newly graduated nurses may experience various difficulties during the first 12 months of their professional careers. Many interventions are implemented after recruitment to help newly graduated nurses overcome these challenges and ease their transition. Orientation training, internships, and nurse guidance or mentoring programs are among these interventions. Despite these interventions, new graduates continue to face various difficulties. Moreover, managers and experienced nurses often consider them inadequate. This situation raises questions about the readiness of new graduates for the profession. Therefore, equipping students with certain competencies during nursing education will help them cope more effectively with the disadvantages that may arise during the transition to professional practice. The current literature emphasizes that soft skills are more important than technical knowledge and abilities. Soft skills such as flexibility, self-awareness, problem-solving, interpersonal communication, cooperation, and coping with changing conditions and difficulties contribute to professional readiness and support positive coping with workplace challenges.
Objective
To examine the effect of reverse case studies based on the heutagogy approach on the level of readiness for the profession among final-year nursing students.
Method: The study design is a prospective, pre-test, post-test, parallel-group, single-masked, explanatory randomized controlled trial. The study will take place at the Hacettepe University Faculty of Nursing in Ankara. All final-year students enrolled at Hacettepe University School of Nursing during the 2025-2026 academic year will constitute the study population. The total sample size was determined to be 84, accounting for losses. Participants will be randomly assigned to either an intervention group that receives the educational program or to a waiting-list control group. The study will include a five-session reverse case study intervention based on a heutagogy approach. The primary outcomes are professional readiness, career adaptability, and professional socialization, and the secondary outcome is psychological capital. Data will be collected at the beginning of the study and again after the intervention has been completed. In addition, participants' feedback regarding the educational program will be collected using an evaluation form. The results of this study aim to enhance nursing education by offering an innovative and effective strategy to facilitate the transition of nursing students into their professional roles.
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
- •Being a final-year nursing student
- •Enrolled in "Education in Nursing" course
- •Willing to participate in the study
排除标准
- •Graduated from vocational high school specializing in health services
- •Working full-time in any institution providing health services
研究组 & 干预措施
Waiting-list control Group
Participants in this arm will not receive the educational program during the study period. They will receive the same educational program after completion of the study.
Intervention Group
Participants in this arm will receive the heutagogy-based reverse case study educational program during the study period.
干预措施: Reverse Case Studies based on Heutagogy Approach (Behavioral)
结局指标
主要结局
Professional socialization
时间窗: Baseline and immediately after completion of the educational program
Professional socialization will be assessed using a researcher-developed questionnaire based on the literature and expert validation.
Professional Readiness
时间窗: Baseline and immediately after completion of the educational program
Professional readiness will be assessed using the Casey-Fink Readiness for Practice Scale (CFRPS). Scores range from 15 to 60, with higher scores indicating greater readiness for professional practice.
Career Adapt-Ability
时间窗: Baseline and immediately after completion of the educational program
Career adaptability will be assessed using the validated Career Adapt-Abilities Scale Short Form (CAAS-SF). Scores range from 12 to 60, with higher scores indicating greater career adaptability.
次要结局
- Psychological Capital(Baseline and immediately after completion of the educational program)
研究者
YILDIZ ERDAT
Research Assistant, PhD Candidate
Hacettepe University