Comparison of Self Directed Learning and Small Group Teaching Methods on Pressure Injury Assessment

Gazi University

Status: Completed

Conditions: Pressure Ulcer

Treatments: Other: Self-directed Learning; Other: Small-group Teaching

Study type: Interventional

Funder types: Other

Identifiers

NCT05354687

GaziU-SBF-SA-1

Details and patient eligibility

About

The purpose of this study is to determine the effect of pressure injury assessment training given by self-directed learning and small-group teaching methods on the knowledge and skill levels of nursing students: a three-group, pre-test - post-test, randomized controlled, parallel-group experimental study.

Full description

Pressure injury is a common health problem worldwide. The global prevalence of hospital-associated pressure injuries was 8.4%. Regular wound assessment is required to determine appropriate treatment methods, monitor wound healing, and identify complications early in the pressure injury treatment process in order to achieve clinical goals.

According to the literature, nurses and nursing students have a low level of knowledge about pressure injury and there is a knowledge gap between nurses' knowledge of pressure injury and pressure injury practices. As a result, it is necessary to teach skills so that they can put their knowledge into practice. Individuals born after 2000, referred to as Generation Z, make up the majority of students beginning undergraduate education today. The most significant difference between Generation Z and other generations is that they were born during a period when digital high technology was widely used. This generation, also known as the "Internet generation," is constantly surrounded by new technological opportunities, communication, and transportation facilities. Because of these characteristics, it is critical to use teaching methods that will appeal to them when educating students in this group.

In a classroom, there are fast and slow learners. The amount of time allotted to students naturally decreases as the number of students in the class grows. Furthermore, student differences prevent the entire class from learning at the same time. Some students do not learn right away, others later, and still others do not learn at all in such a classroom. Education should be personalized in order to eliminate all of these non-occurrences.With the widespread use of smart phones today, mobile learning has become commonplace. Students gain clinical practice skills and experience when mobile technology is used as a support tool in nursing education practices.

For this purpose, the trainings to be given with the mobile application in this study will be supported by the activities in which the students can practice individually in the skill laboratory.

Enrollment: 93 patients

Sex: All

Ages: 18+ years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• To be registered for the Nursing Vocational Application Course
• Volunteering to participate in the research
• Having a mobile device (smartphone, tablet PC etc.)

Exclusion criteria

• To have received training on the evaluation of pressure injuries other than the basic nursing education

Trial design

Primary purpose: Health Services Research

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Double Blind

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93 participants in 3 patient groups

Control Group

No Intervention group

Description:

No intervention will be given to participants. Students will be given pre-test and post-tests.

Small-group Teaching Group

Experimental group

Description:

Participants will be given training on the evaluation of pressure injuries with small-group teaching techniques.

Treatment:

Other: Small-group Teaching

Self-directed Learning Group

Experimental group

Description:

Participants will be given training on the evaluation of pressure injuries with self-directed learning technique.

Treatment:

Other: Self-directed Learning