The Effect of Repeated Standardized Patient Use on Students' Anxiety and Learning Levels in Teaching Extremity Examination Skills
NCT ID: NCT06712953
Last Updated: 2024-12-03
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
67 participants
INTERVENTIONAL
2023-11-09
2023-12-21
Brief Summary
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Design: This randomized controlled experimental study was carried out following the CONSORT checklist.
Methods: The study sample consisted of second-grade nursing students enrolled in the " Health Diagnosis" course in the fall semester of the 2023-2024 academic year (n:67). The students in the peer assessment group performed the upper and lower extremity examinations once whereas those in the standardized patient group performed these examinations three times. Research data were analyzed in IBM SPSS 25.0 (Statistical Package for Social Sciences) software. The Shapiro-Wilk test was used to check whether the data were normally distributed. Parametric and nonparametric tests and descriptive statistical methods were used for data analysis. The significance levels were taken as p\<0.001 and p\<0.05. The scales used were analyzed with the Cronbach alpha reliability coefficient; the scenarios and forms created by the researchers were evaluated with the Lawshe Technique.
Detailed Description
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Conditions
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Study Design
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RANDOMIZED
PARALLEL
OTHER
NONE
Study Groups
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the peer assessment group
Students in the peer assessment group were paired (by randomization, on their request) to have a teammate of the same sex before the extremity examination experience. In the following process, the students were asked to perform extremity examinations in line with the specified objectives.
the peer assessment group
Students in the peer assessment group were paired (by randomization, on their request) to have a teammate of the same sex before the extremity examination experience. In the following process, the students were asked to perform extremity examinations in line with the specified objectives. Students in the standardized patient group were asked to perform extremity examinations per the specified objectives in standardized patient.
the standardized patient group
Students in the standardized patient group were asked to perform extremity examinations per the specified objectives in standardized patient.
the peer assessment group
Students in the peer assessment group were paired (by randomization, on their request) to have a teammate of the same sex before the extremity examination experience. In the following process, the students were asked to perform extremity examinations in line with the specified objectives. Students in the standardized patient group were asked to perform extremity examinations per the specified objectives in standardized patient.
Interventions
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the peer assessment group
Students in the peer assessment group were paired (by randomization, on their request) to have a teammate of the same sex before the extremity examination experience. In the following process, the students were asked to perform extremity examinations in line with the specified objectives. Students in the standardized patient group were asked to perform extremity examinations per the specified objectives in standardized patient.
Eligibility Criteria
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Inclusion Criteria
* Enrolled in the " Health Diagnosis" course at the Faculty of Health Sciences, Department of Nursing of a university in the fall semester of the 2023-2024 academic year
Exclusion Criteria
ALL
No
Sponsors
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Suleyman Demirel University
OTHER
Responsible Party
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Tuğçe Çamlıca
Lecturer, Dr
Locations
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Suleyman Demirel University
Isparta, Center, Turkey (Türkiye)
Countries
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References
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Aydin AG, Ince S. The effect of Jigsaw technique on nursing students' psychomotor skill levels and academic achievement: A quasi-experimental study. Nurse Educ Pract. 2023 Nov;73:103821. doi: 10.1016/j.nepr.2023.103821. Epub 2023 Oct 30.
Other Identifiers
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72867572-050.01.04-616349
Identifier Type: -
Identifier Source: org_study_id