Experiential Learning and Critical Thinking: An Exploration of the Learning Effectiveness of Using Situational Case Videos in the Application of Emergency Nursing Course

NCT ID: NCT06607952

Last Updated: 2024-09-23

Basic Information

• Recruitment Status: NOT_YET_RECRUITING
• Clinical Phase: NA
• Total Enrollment: 120 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2024-10-03
• Study Completion Date: 2025-01-09

Brief Summary

This study is a randomized controlled trial. The goal of this clinical trial is to introduce scenario-based case videos into the elective course of Emergency Nursing and Applications for first-year students in a two-year program. By using five typical scenario-based case videos, the aim is to guide students through experiential learning and critical thinking, overcome learning difficulties, increase learning interest, and enhance learning outcomes.

The main aims of this research are:

To explore the effectiveness of emergency scenario-based case teaching on students learning focus, knowledge acquisition, classroom participation, and course satisfaction

The main questions it aims to answer are:

1. Are there significant differences in emergency nursing knowledge, learning focus, and course satisfaction between students in the experimental group and the control group after different teaching methods are applied?

2. Are there significant differences in classroom participation rates and attendance rates between students in the experimental group and the control group under different teaching methods?

Detailed Description

This study is a two-group, pre- and post-test, parallel, non-blind randomized controlled trial. This educational practice research project will use scenario-based case videos as the intervention, with experiential learning and critical thinking as the teaching strategies. The goal is to guide students through experiential learning of emergency nursing via videos, using the seven core competencies of the mini-CEX (Physical Assessment, Clinical Judgment, Nursing Interventions, Communication, Empathy, Counseling and Education, Teamwork) to design lesson plans, reflection sheets, and learning materials. Students will be encouraged to critical thinking health issues, strengths, weaknesses, and improvement suggestions in the care process, providing feedback on emergency care.

This study will design five scenario-based lesson plans on topics including triage, meningeal hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. Videos for these scenarios will be created and edited based on these lesson plans.

Convenience sampling will be used to select first-year nursing students from a technology university in Southern Taiwan as participants. Classes will be randomly assigned to either the experimental group or the control group, with an estimated sample size of about 50-60 students per class, totaling 120 participants.

The experimental group will receive the new teaching method involving five scenario-based case videos, while the control group will continue with the traditional lecture-based method. Both groups will complete a basic information questionnaire and a pre-test of prior knowledge. At the end of the semester, students will undergo a post-test assessing emergency nursing knowledge, learning focus, and course satisfaction. Teachers will calculate the overall classroom participation rate, attendance rate, and perform a qualitative analysis of learning materials and reflective reports from the experimental group.

The researcher will screen and recruit subjects, conduct the intervention, and collect data. Inferential statistics will be performed using chi-square tests, Fisher's Exact Test, and independent t-tests to compare differences in basic attributes, knowledge, learning focus, course satisfaction, classroom participation rates, and attendance rates between the two groups.

Conditions

Nursing Students With no Specific Health Issues

Study Design

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

Study Groups

The experimental group with scenario-based case videos teaching method.

The students in the experimental group will receive a new teaching method of five scenario-based case videos. These scenarios include Triage, SDH (Subdural Hemorrhage) and ETTC (Emergency Trauma Training Course), AMI (Acute Myocardial Infarction) and D2B (Door to Balloon), COPD AE (Chronic Obstructive Pulmonary Disease with Acute Exacerbation) and TOCC (Travel, Occupation, Contact, and Cluster History Review), and Sepsis and CVC Procedure (Central Venous Catheter Procedure).

Group Type: EXPERIMENTAL

scenario-based case videos teaching protocol

Intervention Type: OTHER

Students in the experimental group will receive a new teaching method of scenario-based case video interventions. These videos cover five key scenarios: Triage, SDH and ETTC, AMI and D2B, COPD AE and TOCC, and Sepsis and the CVC Procedure.

This teaching method is grounded in experiential learning theory and critical thinking strategies, designed to guide students in learning emergency nursing through video experiences. In each class, the instructor will first introduce the foundational concepts of emergency nursing for each system. Students will then watch a 15-minute scenario-based case video. Afterward, the instructor will facilitate a 15-minute discussion using reflection sheets to promote experiential learning and critical

The control group with traditional lecture-based teaching method.

The students in the control group will receive traditional lecture-based teaching on the five topics: Triage, SDH and ETTC, AMI and D2B, COPD AE and TOCC, and Sepsis and CVC Procedure.

Group Type: ACTIVE_COMPARATOR

traditional lecture-based teaching method

Intervention Type: OTHER

Students in the control group will receive traditional lecture-based instruction on the five topics: Triage, SDH and ETTC , AMI and D2B , COPD AE and TOCC , and Sepsis and the CVC Procedure. During the lectures, the instructor will encourage students to ask questions and engage in discussions to enhance understanding.

Interventions

scenario-based case videos teaching protocol

Students in the experimental group will receive a new teaching method of scenario-based case video interventions. These videos cover five key scenarios: Triage, SDH and ETTC, AMI and D2B, COPD AE and TOCC, and Sepsis and the CVC Procedure.

This teaching method is grounded in experiential learning theory and critical thinking strategies, designed to guide students in learning emergency nursing through video experiences. In each class, the instructor will first introduce the foundational concepts of emergency nursing for each system. Students will then watch a 15-minute scenario-based case video. Afterward, the instructor will facilitate a 15-minute discussion using reflection sheets to promote experiential learning and critical

Intervention Type: OTHER

traditional lecture-based teaching method

Students in the control group will receive traditional lecture-based instruction on the five topics: Triage, SDH and ETTC , AMI and D2B , COPD AE and TOCC , and Sepsis and the CVC Procedure. During the lectures, the instructor will encourage students to ask questions and engage in discussions to enhance understanding.

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• First-year students in the two-year nursing program at a technology university in Southern Taiwan.
• Adults aged 18 and above.
• Enrolled in the elective course "Emergency Nursing and Applications."

Exclusion Criteria

• Students who have not previously completed courses in Anatomy and Physiology, Basic Nursing, Medical-Surgical Nursing, Physical Assessment, or Pharmacology.

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

Sponsors

Chang Gung University of Science and Technology

OTHER

Sponsor Role: lead

Responsible Party

Chia-Chi Kuo

Associate Professor

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

Chang Gung University of Science and Technology, Chiayi Campus

Chiayi City, Taiwan, Taiwan

Countries

Taiwan

Central Contacts

Chia-Chi Kuo, Ph.D.

Role: CONTACT

cckuo@mail.cgust.edu.tw

+886-5-3628800 ext. 2625

Related Links

https://doi.org/10.26355/eurrev_202104_25726

Related Info

Other Identifiers

EZRPF6P0041

Identifier Type: OTHER_GRANT

Identifier Source: secondary_id

202400142B0

Identifier Type: -

Identifier Source: org_study_id