Effect of Project Planning Course on Nursing Students' Critical Thinking, Lifelong Learning, and Innovativeness

NCT ID: NCT07090967

Last Updated: 2025-07-29

Basic Information

• Recruitment Status: ACTIVE_NOT_RECRUITING
• Clinical Phase: NA
• Total Enrollment: 38 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2025-02-23
• Study Completion Date: 2025-07-30

Brief Summary

This randomized, controlled trial investigates the impact of a Project Planning Course on third-year undergraduate nursing students' critical thinking motivation, lifelong learning skills, and individual innovativeness. Participants were randomized into two groups: an intervention group receiving the Project Planning Course and a control group with no intervention. The Project Planning Course consisted of 14 weeks of theoretical and practical training, aiming to develop students' skills in research project management and patent/utility model application. Data were collected using the Critical Thinking Motivation Scale (CTMS), the Lifelong Learning Scale (LLS), and the Individual Innovativeness Scale (IIS). Statistical analysis was conducted using non-parametric tests. The study complies with ethical standards, including approval from the relevant ethics committee, and is prospectively registered at ClinicalTrials.gov.

Detailed Description

This study explores the effects of a structured Project Planning Course on the development of essential 21st-century competencies among undergraduate nursing students. Designed as a randomized controlled trial, the study involved third-year nursing students who were randomly assigned to either an intervention group, which completed a 14-week course in project planning, or a control group that received no intervention. The intervention focused on enhancing students' abilities in research planning, innovation, and intellectual property application, including patent and utility model procedures.

To assess the impact of the course, data were collected using validated instruments: the Critical Thinking Motivation Scale (CTMS), the Lifelong Learning Scale (LLS), and the Individual Innovativeness Scale (IIS). Statistical analyses were performed using non-parametric tests appropriate for the data distribution. Ethical approval was obtained from the institutional review board, and the trial was prospectively registered at ClinicalTrials.gov. This study contributes to nursing education literature by evaluating how structured project-based learning influences students' motivation, learning orientation, and innovativeness in preparation for dynamic healthcare environments.

Conditions

Nursing Education

Study Design

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

Study Groups

Control Group

Students Dont Taking the Project Planning Course

Group Type: NO_INTERVENTION

No interventions assigned to this group

Intervention Group

Students Taking the Project Planning Course

Group Type: EXPERIMENTAL

Project Planning Course

Intervention Type: OTHER

The Project Planning Course is conducted as a two-hour theoretical class per week. This course is being introduced for the first time in the nursing faculty curriculum. The course was conducted by two faculty members, both of whom have knowledge and experience in research and project writing. Since the goal at the end of the course was for students either to carry out a research project or to apply for a patent/utility model, it was planned for 20 students to enroll; however, 19 students chose the course. The course lasted 14 weeks in total. In the first week, topics such as what a project is, its characteristics, and its components were introduced to the students. As part of the course, students were asked to brainstorm solutions for problems they encountered in clinical settings. During the first seven weeks, theoretical lectures were delivered, and during the following five weeks, students worked with their academic advisors on research projects or patent/utility model topics.

Interventions

Project Planning Course

The Project Planning Course is conducted as a two-hour theoretical class per week. This course is being introduced for the first time in the nursing faculty curriculum. The course was conducted by two faculty members, both of whom have knowledge and experience in research and project writing. Since the goal at the end of the course was for students either to carry out a research project or to apply for a patent/utility model, it was planned for 20 students to enroll; however, 19 students chose the course. The course lasted 14 weeks in total. In the first week, topics such as what a project is, its characteristics, and its components were introduced to the students. As part of the course, students were asked to brainstorm solutions for problems they encountered in clinical settings. During the first seven weeks, theoretical lectures were delivered, and during the following five weeks, students worked with their academic advisors on research projects or patent/utility model topics.

Intervention Type: OTHER

Eligibility Criteria

Exclusion Criteria

• who don't want to participate in the study

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

Sponsors

Istanbul University

OTHER

Sponsor Role: lead

Responsible Party

Merve Tuncer

Assistant Professor

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Merve TUNCER, Asist. Prof.

Role: PRINCIPAL_INVESTIGATOR

Istanbul University

Locations

Istanbul University

Istanbul, , Turkey (Türkiye)

Countries

Turkey (Türkiye)

References

Aley M, Lee R, Wang J, Wang J, Zheng S. Project-based learning and student outcomes in health professions education: A literature review. Health Professions Education. 2023;9(3):251-266.

Reference Type: BACKGROUND

Provided Documents

Document Type: Informed Consent Form

View Document

Other Identifiers

2025-1

Identifier Type: -

Identifier Source: org_study_id