Parenteral Drug Administration Training for Nursing Students

NCT ID: NCT06320678

Last Updated: 2024-10-26

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 107 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2024-03-10
• Study Completion Date: 2024-04-30

Brief Summary

This study aims to evaluate the effect of blended self-directed learning with concept mapping on the level of knowledge regarding parenteral drug administration in nursing students. With out-of-class, online, interactive teaching methods, a memorable learning away from complex structure is aimed.

Detailed Description

Online learning materials are of great importance in health education where theoretical knowledge and psychomotor skills are developed. The student takes responsibility for learning and has the chance to continue his education outside the classroom. Concept maps are one of the most effective educational materials both in classroom education and online learning. Visual education is concept map training in which each concept is included once on concrete applications and the relationships between concepts are revealed within the framework of the main lines to be taught. Providing parenteral drug administration training with a concept map will reveal the application steps as a concrete step and clear away confusing theoretical knowledge. The use of concept maps will ensure that first-year nursing students who are receiving training on drug administration for the first time will receive an education that is summative and memorable, away from the complex structure. One of the education models that offer interactive education opportunities other than traditional ones is blended learning. Blended learning provides a combination of face-to-face and technology-mediated teaching and learning that not only fully embodies the concept of "student-centered" teaching but also enables students to effectively participate in the classroom. The student-centered nature of blended learning also brings about self-directed learning. Self-directed learning is defined as the process of constantly monitoring and improving students' cognitive states, observing and applying various learning strategies, helping them recognize learning behaviors, and making efforts to create and use physical and social resources that facilitate learning.

Conditions

Nursing Education

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: OTHER
• Blinding Strategy: NONE

Study Groups

Blended Learning

Group Type: EXPERIMENTAL

Nursing Students Education

Intervention Type: OTHER

Effect of Concept Mapped Blended Learning Self-Directed Learning

Education

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Nursing Students Education

Effect of Concept Mapped Blended Learning Self-Directed Learning

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• Receiving Parenteral Drug Administration training for the first time
• Becoming a first-year nursing student
• Volunteering to participate in research

Exclusion Criteria

• Not participating in posttest and follow-up tests
• Not volunteering to participate in the research

• Minimum Eligible Age: 17 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Bilecik Seyh Edebali Universitesi

OTHER

Sponsor Role: lead

Responsible Party

Responsibility Role: SPONSOR

Locations

Bilecik Şeyh Edebali University

Bilecik, Bilecik, Turkey (Türkiye)

Countries

Turkey (Türkiye)

Other Identifiers

Aysun Acun 5

Identifier Type: -

Identifier Source: org_study_id