The Effect of Case-Based Education on the Development of Nursing Students' Clinical Reasoning Skills
NCT ID: NCT05504824
Last Updated: 2022-08-17
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
22 participants
INTERVENTIONAL
2021-05-18
2021-06-30
Brief Summary
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Methods: The study was conducted between January 20 and June 30, 2021 using a pilot randomized controlled trial design. In the study, 22 volunteer students were assigned to the experimental and control groups by simple randomization. The experimental group was given case-based education to improve their clinical reasoning skills, and the control group continued the standard education process. Data were collected using a Student Information Form, the Clinical Reasoning Case Form (CRCF), the Student Satisfaction with Education Questionnaire, and a Form for Views on the Education. In the evaluation of data, frequency values, Fisher exact test, Mann-Whitney U, and Wilcoxon tests, Cohen's d coefficient for effect size, ITT analysis, and covariance analysis were used.
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Detailed Description
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Research hypotheses H01: There is no difference between the experimental group and the control group in terms of their CRCF scores.
H02: Case-based education on clinical reasoning has no positive effect on student satisfaction.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
OTHER
NONE
Study Groups
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Experimental group
Students in both experimental groups were applied the student information form and the pretest of the CRCF between May 18 and 20, 2021 before the education. The schedule of the education intervention was determined according to the convenience of the students in the experimental group. Accordingly, the experimental group was given education between June 8 and 11, 2021. After the education sessions were completed, experimental groups were applied the CRCF as a posttest on June 28, 2021. The students in the experimental group were asked to fill out the "Student Satisfaction with Education Questionnaire" and the "Form for Views on the Education" online.
Case-based education
The education phase This stage included the explanation of the CR process, the analysis of CR cases, the drafting of new cases suitable for the CR process by students, and the analysis process.
The education program was carried out on a web platform (Zoom) consistent with the changes in the COVID-19 pandemic process. The CR cases to be used in case-based education were sent to the students via e-mail before the group interview to make sure students came prepared for the group discussion. In case-based education, after the students read the case, they were asked some questions to determine their decisions and reasoning.
Control group
Students in control groups were applied the student information form and the pretest of the CRCF between May 18 and 20, 2021 before the education. The students in the control group continued their current standard education process. After the education sessions were completed, control groups were applied the CRCF as a posttest on June 28, 2021.
No interventions assigned to this group
Interventions
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Case-based education
The education phase This stage included the explanation of the CR process, the analysis of CR cases, the drafting of new cases suitable for the CR process by students, and the analysis process.
The education program was carried out on a web platform (Zoom) consistent with the changes in the COVID-19 pandemic process. The CR cases to be used in case-based education were sent to the students via e-mail before the group interview to make sure students came prepared for the group discussion. In case-based education, after the students read the case, they were asked some questions to determine their decisions and reasoning.
Eligibility Criteria
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Inclusion Criteria
* Volunteering to participate in the study,
* Participate in "Case-Based Education"
Exclusion Criteria
* Abandoning the "Case-Based Education" practice
* Not taking one or two of the "Medical Nursing" and "Surgical Nursing" courses at all, or to have taken them but unsuccessfully
ALL
Yes
Sponsors
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Ankara University
OTHER
Responsible Party
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Ayşegül Öztürk Birge
Assistant Professor
Locations
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Ankara University Faculty of Nursing
Ankara, , Turkey (Türkiye)
Countries
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Related Links
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Altman, M. R., Kantrowitz-Gordon, I., Moise, E., Malcolm, K., Vidakovic, M., Barrington, W., ... \& de Castro, A. B. (2021). Addressing Positionality Within Case-Based Learning to Mitigate Systemic Racism in Health Care. Nurse Educator, 46(5), 284-289.
Banning, M. (2008). Clinical reasoning and its application to nursing: Concepts and research studies. Nurse education in practice, 8(3), 177-183.
Dekhtyar, M., Park, Y. S., Kalinyak, J., Chudgar, S. M., Fedoriw, K. B., Johnson, K. J., ... \& Stern, S. (2022). Use of a structured approach and virtual simulation practice to improve diagnostic reasoning. Diagnosis, 9(1), 69-76.
de Sá Tinôco, J. D., Cossi, M. S., \& de Carvalho Lira, A. L. B. (2021). Effect of educational intervention on clinical reasoning skills in nursing: A quasi-experimental study. Nurse Educat
Groves, M., Scott, I., \& Alexander, H. (2002). Assessing clinical reasoning: a method to monitor its development in a PBL curriculum. Medical teacher, 24(5), 507-515.
Hoffman, K. A., Aitken, L. M., \& Duffield, C. (2009). A comparison of novice and expert nurses' cue collection during clinical decision-making: Verbal protocol analysis. International journal of nursing studies, 46(10), 1335-1344.
Hong, S., Lee, J., Jang, Y., \& Lee, Y. (2021). A Cross-Sectional Study: What Contributes to Nursing Students' Clinical Reasoning Competence?. International Journal of Environmental Research and Public Health, 18(13), 6833.
Jacques, T., Harrison, G. A., McLaws, M. L., \& Kilborn, G. (2006). Signs of critical conditions and emergency responses (SOCCER): a model for predicting adverse events in the inpatient setting. Resuscitation, 69(2), 175-183.
Lee, K. C., \& Wessol, J. L. (2022). Clinical Reasoning, Judgment, and Safe Medication Administration Practices in Senior Nursing Students. Nurse Educator, 47(1), 51-55.
Leijser, J., \& Spek, B. (2021). Level of clinical reasoning in intermediate nursing students explained by education year and days of internships per healthcare branches: A cross-sectional study. Nurse Education Today, 96, 104641.
Levett-Jones, T.,... \& Hickey, N. (2010). The 'five rights' of clinical reasoning: An educational model to enhance nursing students' ability to identify and manage clinically 'at risk'p
Ma, C., \& Zhou, W. (2022). Effects of unfolding case-based learning on academic achievement, critical thinking, and self-confidence in undergraduate nursing students learning health assessment skills. Nurse Education in Practice, 103321.
Rohde, E., \& Domm, E. (2018). Nurses' clinical reasoning practices that support safe medication administration: An integrative review of the literature. Journal of clinical nursing, 27(3-4), e402-e411.
Tedesco-Schneck, M. (2019). Use of script concordance activity with the think-aloud approach to foster clinical reasoning in nursing students. Nurse educator, 44(5), 275-277.
Wong, S. H. V., \& Kowitlawakul, Y. (2020). Exploring perceptions and barriers in developing critical thinking and clinical reasoning of nursing students: A qualitative study. Nurse Education Today, 95, 104600.
Other Identifiers
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AU-OBIRGE-001
Identifier Type: -
Identifier Source: org_study_id
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