Teaching School Health Nursing Course With Universal Design Model

NCT ID: NCT06339515

Last Updated: 2025-05-20

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 20 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2024-03-21
• Study Completion Date: 2025-05-14

Brief Summary

The aim of this study is to design, implement and evaluate the School Health Nursing course in the undergraduate nursing program using the universal design model.

Detailed Description

Nursing education has adopted technology, evidence-based practice, critical thinking, and collaborative work. In order for teaching to be successful, students with different characteristics should be addressed and diversity and flexibility should be taken into consideration in the teaching plan. In this context, the application of the principles of Universal Design for Learning (UDL) is recognized as an inclusive learning approach that can meet the diverse needs of nursing students. Despite this, UDL is not well known in nursing education. Nursing students are diverse in culture, abilities and challenges. IET is a logical and social model that supports a variety of learning modalities. Accessibility tools help to measure the effectiveness of faculty efforts to make nursing courses accessible to all. In a study conducted in the USA, 100 courses were analyzed 1 year apart for the use of accessibility software to measure faculty development and student participation in nursing courses over 2 academic terms (spring 2021 and 2022). It was found that course accessibility scores and student utilization increased significantly with SET. In a study designed in Canada for Covid-19 in the fall semester of 2020 using online IET-based teaching strategies, the undergraduate course given in the first year of nursing was evaluated with convergent mixed methods analysis. In the technology-enhanced face-to-face health sciences course where the principles of KET were applied, students were provided with a variety of means of representation, participation and expression. Students reported that the delivery of the course with SLT resulted in increased flexibility, socialization, reduced stress and increased achievement, and that they felt more empowered to make personal choices to best support their own learning. Given the relative ease of applying the principles of SLT to courses, it is thought that it can be easily integrated into nursing education.

Purpose: The aim of this study is to design, implement and evaluate the School Health Nursing course in the undergraduate nursing program using the universal design model.

Method: In the research, simultaneous mixed method will be used in which one-group pretest-posttest quasi-experimental model and qualitative research methods will be used together. The sample was found 27 with the "G. Power-3.1.9.2" program with a medium effect level (d=0.5), 5% margin of error (α=0.05) and 80% power (1β=0.80).

Data accumulation methods: Data, Descriptive Characteristics Form, Critical Thinking Disposition Scale,Communication Skills Scale, Healthy Living Awareness Scale, Experiences of Nursing Students Form (Learning Diary), Reflective Diary will be collected.

Relevant statistical techniques will be used to analyze quantitative data and content analysis method will be used to analyze qualitative data.

The curriculum, which will be prepared with the principles of the universal design model, will be implemented for 10 weeks, 3 lesson hours a weeks.

Conditions

Nursing Education

Study Design

• Allocation Method: NA
• Intervention Model: SINGLE_GROUP
• Primary Study Purpose: PREVENTION
• Blinding Strategy: NONE

Study Groups

The research is a mixed method including quantitative and qualitative.

Quantitative part of the research;Experimental:

The curriculum, which will be prepared with the principles of the universal design model, will be implemented for 10 weeks, 3 lesson hours a weeks.

The data of pre-invention study will be collected. Descriptive Characteristics Form, Critical Thinking Disposition Scale,Communication Skills Scale, Healthy Living Awareness Scale.

Post-intervention data will be collected with Critical Thinking Disposition Scale,Communication Skills Scale, Healthy Living Awareness Scale.

Qualitative part of the research:

Experiences of Nursing Students: Student opinions will be taken weekly (Learning Diary) to determine the experiences of the students during the implementation process and at the end of the implementation.

Reflective Diary: At the end of each session, the teacher will make a self-evaluation of the session.

Group Type: OTHER

Universal Design Model

Intervention Type: BEHAVIORAL

Universal design-based learning is based on the application of universal design approach principles to education. Universal design-based learning considers three broad networks of the brain to enable learning. These are recognition networks, strategic networks and affective networks. Universal design-based learning is a student-centered approach and curricula are designed to appeal to all students. Curricula consist of objectives, teaching methods, teaching materials and assessment and evaluation elements. Students' interests, needs and abilities are taken into consideration when designing curricula. Students' learning disabilities are identified and alternative practices are planned to eliminate these disabilities. All students are given equal opportunity to learn

Interventions

Universal Design Model

Universal design-based learning is based on the application of universal design approach principles to education. Universal design-based learning considers three broad networks of the brain to enable learning. These are recognition networks, strategic networks and affective networks. Universal design-based learning is a student-centered approach and curricula are designed to appeal to all students. Curricula consist of objectives, teaching methods, teaching materials and assessment and evaluation elements. Students' interests, needs and abilities are taken into consideration when designing curricula. Students' learning disabilities are identified and alternative practices are planned to eliminate these disabilities. All students are given equal opportunity to learn

Intervention Type: BEHAVIORAL

Other Intervention Names

Design, Implementation and Evaluation of School Health Nursing Course Curriculum Based on Universal Design Model

Eligibility Criteria

Inclusion Criteria

• Volunteering to participate in the study

Exclusion Criteria

• Students who decline to participate in the study
• Students who will not be able to participate in the application continuously

• Minimum Eligible Age: 18 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Duzce University

OTHER

Sponsor Role: lead

Responsible Party

Responsibility Role: SPONSOR

Principal Investigators

Fahriye Hayırsever, PhD

Role: PRINCIPAL_INVESTIGATOR

Duzce University

Locations

Nuriye Yıldırım

Düzce, Düzce, Turkey (Türkiye)

Countries

Turkey (Türkiye)

Other Identifiers

DuzceU-SBF-NYS-02

Identifier Type: -

Identifier Source: org_study_id