Problem-Solving Approach Training on Professional Readiness Perception

NCT ID: NCT06828029

Last Updated: 2025-03-26

Basic Information

• Recruitment Status: ENROLLING_BY_INVITATION
• Clinical Phase: NA
• Total Enrollment: 130 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2025-03-05
• Study Completion Date: 2025-06-01

Brief Summary

The aim of this study is to examine the effect of problem-solving approach training on the professional readiness perception of newly hired nurses. Nursing practices are dynamic and require strong problem-solving abilities. In this context, the study will explore how the support provided through education during the transition period for new graduate nurses influences their perception of professional competence.

The hypothesis of the study is that problem-solving approach training will enhance the professional readiness perception of newly hired nurses. It is anticipated that the training will improve the nurses' professional knowledge and skills, equipping them to better handle the clinical challenges they will encounter.

The study is planned to take place between February and June 2025 at Zoom platform. The population of the study consists of newly hired nurses, and a sample size calculation has been performed using power analysis. Effect size (Cohen's d): An effect size of 0.5 (moderate effect) has been assumed for this study. Alpha level (α): A Type I error rate of 0.05 is used. Power (1 - β): A power of 0.90 (90%) has been targeted.

Using these parameters and the G*Power software, the sample size is calculated to be approximately 64 participants per group. Therefore, the target is to recruit at least 128 participants for the study.

Participants will be randomly assigned to experimental and control groups. The experimental group will receive online and interactive problem-solving approach training. Participants in the experimental group will be supported with problem-solving-based training modules, focusing on decision-making skills related to nursing practice throughout the training process. The control group will not receive any training. After the training, both groups' professional readiness perceptions will be assessed using the previously determined Personal Information Form and Professional Readiness Scale.

The data collected in the study will be analyzed using SPSS (Statistical Package for Social Sciences) for Windows 22.0 software. Kolmogorov-Smirnov test will be used to determine whether the data follows a normal distribution. If p > 0.05, the data will be considered to follow a normal distribution. If p < 0.05, the data will be considered not normally distributed, and skewness and kurtosis values will be examined. For repeated measures, if the data is normally distributed, repeated measures ANOVA will be used; if the data is not normally distributed, Friedman's test will be applied. Descriptive statistics will first be used to summarize the general characteristics of the data, and the means and distributions of pre-test and post-test scores will be determined. To evaluate the effect of the training intervention, paired samples t-test will be applied to assess the differences between pre-test and post-test scores within the same group. This analysis will be used to measure the effect of the training program on time management and procrastination behaviors. Additionally, effect size (e.g., Cohen's d) will be calculated to evaluate the magnitude and significance of the training intervention's effect. Analysis of variance (ANOVA) will be used to determine whether there are significant differences between the groups, depending on the study's needs.

Conditions

Problem-solving

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: HEALTH_SERVICES_RESEARCH
• Blinding Strategy: SINGLE

Study Groups

the experimental group who started working at the hospital

Problem solving training was applied to the experimental group.

Group Type: EXPERIMENTAL

Problem-Solving

Intervention Type: BEHAVIORAL

The problem-solving training consists of five modules, blending theory and practice. Module 1 covers the basics of problem-solving, including key steps like identification, analysis, and evaluation, with group activities for hands-on practice. Module 2 focuses on creative techniques, such as brainstorming and mind mapping, to develop innovative solutions. Module 3 teaches decision-making and prioritization, using tools like SWOT analysis and decision trees, with applied exercises. Module 4 emphasizes teamwork and communication, highlighting conflict resolution and effective collaboration through team-based problem-solving activities. Module 5 integrates all techniques, applying them to real-life scenarios, particularly clinical cases, with group discussions and solution evaluations. The training incorporates interactive learning, simulations, and structured feedback, aiming to enhance problem-solving and leadership skills. Evaluation includes self-assessment and performance observation

control grubu

No training was provided.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Problem-Solving

The problem-solving training consists of five modules, blending theory and practice. Module 1 covers the basics of problem-solving, including key steps like identification, analysis, and evaluation, with group activities for hands-on practice. Module 2 focuses on creative techniques, such as brainstorming and mind mapping, to develop innovative solutions. Module 3 teaches decision-making and prioritization, using tools like SWOT analysis and decision trees, with applied exercises. Module 4 emphasizes teamwork and communication, highlighting conflict resolution and effective collaboration through team-based problem-solving activities. Module 5 integrates all techniques, applying them to real-life scenarios, particularly clinical cases, with group discussions and solution evaluations. The training incorporates interactive learning, simulations, and structured feedback, aiming to enhance problem-solving and leadership skills. Evaluation includes self-assessment and performance observation

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• Over 18 years of age
• Working for a maximum of 6 months
• Graduated from the Department of Nursing
• To know and understand Turkish at an adequate level
• Voluntary participation
• Access to online education platforms
• Participated in at least 4 out of 5 weekly trainings

Exclusion Criteria

• Department/school change
• The student requests to leave the study
• Continuing formal education
• Not working at the hospital

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

Sponsors

University of Beykent

OTHER

Sponsor Role: lead

Responsible Party

Seda Tugba Baykara Mat

Asst. Prof.

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

Istanbul Beykent University

Istanbul, Istanbul, Turkey (Türkiye)

Countries

Turkey (Türkiye)

Other Identifiers

The Effect of Problem-Solving

Identifier Type: -

Identifier Source: org_study_id