Effect of Three-Dimensional Educational Material Developed for Pain Mechanisms on Motivation and Knowledge Levels
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 90
- 试验地点
- 1
- 主要终点
- Student Identification Form
研究概览
简要总结
Aim: In this study, it was aimed to develop a pain biochemical activity model taken from a three-dimensional printer and fixed by applying epoxy resin and to investigate the effect of this model on nursing students' understanding of the pain mechanism and their motivation to learn.
Methods: The universe of the study consisted of students enrolled in the Biochemistry course at the faculty of nursing of a university in the north of Türkiye during the spring semester of the 2023-2024 academic year. Students were divided into three strata based on their achievement average: high (75 and above), moderate (55-75), and low (54 and below). Forty-five students from each stratum were selected using computer-assisted randomization and assigned to the intervention and control groups. "Student Identification Form", "Pain Mechanism Information Form", "Instructional Material Motivation Scale" and The CONSORT checklist were used to collect data.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Basic Science
- 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 over 18 years old
- •Participating voluntarily in the research
- •Not having received any previous training in pain
- •Being a native Turkish speaker
排除标准
- •Being under 18 years old
- •Not participating voluntarily in the research
- •Having received any previous training in pain
- •Not being a native Turkish speaker
研究组 & 干预措施
Intervention group
Students in the intervention group received one hour of training on pain by the same researcher, using a 3D-printed pain biochemical activity model.
干预措施: 3D printed pain biochemical activity training model (Device)
control group
Students in the control group received one hour of training on pain by the same researcher, using face-to-face instruction and PowerPoint presentations. To avoid interaction between the two laboratories, the control group received training first, followed immediately by the intervention group, who were then transferred to the other laboratory.
干预措施: PowerPoint Presentations (Other)
结局指标
主要结局
Student Identification Form
时间窗: This form consisted of six questions and was administered to students one hour prior to the training.
This form including students' age, gender, high school type, native language, whether they choose a career voluntarily, and whether they have received previous training on pain.
Pain Mechanism Information Form
时间窗: This form was applied to students 15 minutes before the training began and 5 minutes after the training ended.
The Pain Mechanism Information Form was developed by the researchers based on literature. The developed questionnaire consists of 14 items, each prepared in a short-answer and fill-in-the-blank format. The scope of the Pain Mechanism Information Form includes: Pain physiology and classification, structure of nociceptors and pain transmission pathways, chemical mediators (Bradykinin, Prostaglandin, Serotonin, CGRP, Substance-P, Histamine), peripheral nerve ending release and mast cell activation, and vascular effects of inflammation (vasodilation, edema). Five experts were consulted to ensure the validity of the Pain Mechanism Information Form. Each item was reviewed for its appropriateness and clarity for the intended learning outcomes and content, and necessary revisions were made based on the expert opinions. To ensure reliability, scoring was assessed for short-answer tests, and the questionnaires were scored separately by two raters. The inter-rater reliability coefficient (Cohen'
次要结局
- Instructional Material Motivation Scale(This form was applied to students 30 minutes after the training ended.)
研究者
Dilek Karaman
Associate Professor, Zonguldak Bulent Ecevit University, Ahmet Erdogan Health Services Vocational School, Health Care Services Program
Zonguldak Bulent Ecevit University