The Effect of Micro Teaching Method on Nursing Students' Psychomotor Skills, Attitudes, Self-Efficacy and Clinical Stress Level

NCT ID: NCT06769542

Last Updated: 2025-01-10

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 64 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2023-09-27
• Study Completion Date: 2024-12-30

Brief Summary

Objective: This study was conducted to evaluate the effect of the micro-teaching method on nursing students' psychomotor drug administration skills, attitudes towards clinical practice, self-efficacy and clinical stress levels.

Method: The study was conducted as a pretest-posttest randomised controlled experimental research model. It was conducted between September 2023 and December 2024 at Kahramanmaraş Sütçü İmam University, Afşin School of Health, Department of Nursing. The population of the study consisted of all first year students of the Nursing Department. The sample consisted of 64 students (experimental group = 32, control group = 32) determined by power analysis. The following instruments were used to collect the data: "Drug administration skills assessment lists", "Attitudes towards clinical practice in nursing students scale", "Academic self-efficacy scale" and "Clinical stressor perception scale". During the first 3 weeks of the study, the topics related to drug administration were explained to the experimental and control groups 2 days a week for 6 hours each, and the applications were demonstrated using the demonstration method. From the 4th week of the study, the experimental group was taught using the micro-teaching method for 8 weeks.

Detailed Description

Micro-teaching method is a very valuable teaching method in psychomotor skills training in terms of providing feedback to the student, giving the opportunity to realise and correct their mistakes in line with this feedback, providing the opportunity to evaluate themselves while practising, creating a laboratory environment, eliminating the complexity of the application, ensuring active participation in the lesson, reducing anxiety, increasing self-confidence, gaining more experience by controlling the applications, and enabling even difficult applications to be performed.

In addition to the advantages of the micro-teaching method in itself, the fact that it is cost-effective, that students make active teaching in small groups, that lesson plans are made again until the applications are learnt, that peers and the instructor provide feedback during these applications, and that students have the opportunity to make their own self-evaluations with the videos recorded for skill applications suggest that it is an effective method in nursing skills training.

Conditions

Nursing Students

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: CROSSOVER
• Primary Study Purpose: OTHER
• Blinding Strategy: SINGLE

Study Groups

Experimental Group

Micro Teaching method

Group Type: EXPERIMENTAL

Experimental (micro teaching)

Intervention Type: BEHAVIORAL

The experimental group was taught using the micro-teaching method for 8 weeks. Psychomotor skills for drug administration were performed on models. Video recordings were taken while the students were performing the skills. These videos were evaluated by the instructor and the students and the students were given the opportunity to see their own mistakes. During 8 weeks, each student was given the opportunity to perform the applications and evaluate themselves. In addition, activities for drug applications were carried out with students within the scope of small group work. Micro teaching with 4 groups of 8 students was applied for 8 weeks.

Control Group

No intervention

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Experimental (micro teaching)

The experimental group was taught using the micro-teaching method for 8 weeks. Psychomotor skills for drug administration were performed on models. Video recordings were taken while the students were performing the skills. These videos were evaluated by the instructor and the students and the students were given the opportunity to see their own mistakes. During 8 weeks, each student was given the opportunity to perform the applications and evaluate themselves. In addition, activities for drug applications were carried out with students within the scope of small group work. Micro teaching with 4 groups of 8 students was applied for 8 weeks.

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• To take the Nursing Principles course for the first time,
• To approve the evaluation and video recording of their practices,
• Volunteering to participate in the research,
• Being over 18 years old.

Exclusion Criteria

• To have received an education related to parenteral applications other than basic nursing education,
• Not wanting/not being able to use micro-teaching method
• Absenteeism in the theoretical course,
• Wanting to leave during the research process,
• Not graduating from vocational high schools related to health departments

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

Sponsors

Inonu University

OTHER

Sponsor Role: lead

Responsible Party

Hakime Aslan

Principal Investigator

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Hakime Aslan

Role: PRINCIPAL_INVESTIGATOR

Inonu University

Locations

Hakime Aslan

Malatya, , Turkey (Türkiye)

Countries

Turkey (Türkiye)

References

Aslan H, Celik H, Kaplan F. The Relationship Between Palliative Care Nurses' Frequency of Providing Spiritual Care and Their Job Satisfaction: A Cross-Sectional Study. J Palliat Care. 2025 Jul;40(3):195-204. doi: 10.1177/08258597241301988. Epub 2024 Dec 18.

Reference Type: RESULT

PMID: 39692344 (View on PubMed)

Other Identifiers

Feride Kaplan

Identifier Type: -

Identifier Source: org_study_id