Video Mobile Applique Supported Teaching Used in Nursing Skill Training
NCT ID: NCT06151756
Last Updated: 2023-11-30
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
167 participants
INTERVENTIONAL
2022-10-01
2023-06-01
Brief Summary
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Detailed Description
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3.5. Data collection In line with the process steps in the Basic Nursing Skills Learning Guide, video recordings were carried out in the Nursing Skills Laboratory of our Faculty for each application in the Healthy Living and Nursing Module IX course. In order to ensure standardization in the expression of all skills, a video flow plan was prepared and recordings were conducted in accordance with this plan. The videos were organized in a way that the practitioner narrates all the steps of the procedure, with being visible and audible. Before the application, each video was watched repeatedly by the research team and necessary arrangements were performed. Then, the videos created about the applications were uploaded to the mobile application-based web system. After the systematic preparations were completed, trainings on the system and usage were provided to the instructors in charge of the skill practices. In addition, all students were trained on research, the system, and usage, and were provided with the opportunity to download the mobile application to their phones.
Initially, the theoretical parts of the skill practices within the scope of the Healthy Living and Nursing Module IX course were taught face-to-face in the course. Student rotation was established for the intervention in accordance with randomization. The practices of the students in the control group were carried out between 8.30-12.30 in the morning, while the practices of the intervention group were carried out between 13.30-17.30. While the students in the control group were practicing in the laboratory, the system was activated, the videos were made accessible to the students and only the students in the intervention group were allowed to watch the skill videos 3 times. The students in the intervention group participated in their own practices in the afternoon after watching the skill videos. The students in the control group, on the other hand, were subjected to standardized training in the skills laboratory without watching any videos after the theoretical information provided in the course. While the students were practicing, they were evaluated by the relevant instructors according to the process steps in the "Basic Nursing Skills Learning Guide".
In both groups, students were informed about the research and evaluated in terms of inclusion criteria. Prior to the start of the intervention, all students were asked to fill the student introduction form, the Problem Solving Inventory and the California Critical Thinking Disposition Scale. After the skill practices were finalized, all students were asked to fill the Problem Solving Inventory and California Critical Thinking Disposition Scale again. At the same time, after all the practices related to the course were completed, the students were examined and their academic achievement scores were evaluated after the application. After the applications were finished, the videos were made accessible to all students, including the students in the control group.
Conditions
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Keywords
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Study Design
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RANDOMIZED
SINGLE_GROUP
HEALTH_SERVICES_RESEARCH
NONE
Study Groups
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Video mobile application supported education
In order to ensure standardization in the expression of all skills, a video flow plan was prepared and recordings were conducted in accordance with this plan. The videos were organized in a way that the practitioner narrates all the steps of the procedure, with being visible and audible. Before the application, each video was watched repeatedly by the research team and necessary arrangements were performed. Then, the videos created about the applications were uploaded to the mobile application-based web system. After the systematic preparations were completed, trainings on the system and usage were provided to the instructors in charge of the skill practices. In addition, all students were trained on research, the system, and usage, and were provided with the opportunity to download the mobile application to their phones.
Video Supported Mobile Application
The video-supported mobile application was developed to be interactively utilized on smartphones. T
Control
The students in the control group, on the other hand, were subjected to standardized training in the skills laboratory without watching any videos after the theoretical information provided in the course. While the students were practicing, they were evaluated by the relevant instructors according to the process steps in the "Basic Nursing Skills Learning Guide". In both groups, students were informed about the research and evaluated in terms of inclusion criteria. Prior to the start of the intervention, all students were asked to fill the student introduction form, the Problem Solving Inventory and the California Critical Thinking Disposition Scale.
No interventions assigned to this group
Interventions
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Video Supported Mobile Application
The video-supported mobile application was developed to be interactively utilized on smartphones. T
Eligibility Criteria
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Inclusion Criteria
* Who were enrolled in the second year of the nursing department in the 2022-2023 academic year,
* Who attended the Healthy Living and Nursing Module IX course, Who participated in the respiratory system and gastrointestinal system practices in this course .
* Who agreed to participate in the study
Exclusion Criteria
* Who did not attend the courses,
* Who worked as health care assistants,
* Who did not agree to participate in the study.
18 Years
25 Years
ALL
Yes
Sponsors
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TC Erciyes University
OTHER
Responsible Party
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Sevil Şahin
Assoc Prof Dr
Principal Investigators
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Erciyes Universty
Role: STUDY_DIRECTOR
Erciyes Üniversitesi Sağlık Bilimleri Fakültesi
Locations
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Sevil Güler
Kayseri, Melikgazi, Turkey (Türkiye)
Countries
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Other Identifiers
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2019/03
Identifier Type: -
Identifier Source: org_study_id