Efficacy of TPACK-Based Instruction in an Information Resources Course for Nursing Students

Xu Tao

Status: Enrolling

Conditions: Nursing Education; Smart Classroom

Treatments: Other: TPACK-Based Blended Learning Instruction

Study type: Interventional

Funder types: Other

Identifiers

NCT06455865

2024XG0014

Details and patient eligibility

About

Study Purpose The purpose of this study is to evaluate the effectiveness of a blended teaching approach based on the TPACK framework in improving the skills of master's degree nursing students in retrieving and using network information resources. The TPACK framework integrates Technology, Pedagogy, and Content Knowledge to enhance teaching and learning experiences.

Study Content and Implementation Plan

This study involves a combination of online and offline teaching methods to help nursing students better understand and utilize various information resources. The main components of the study include:

1. Knowledge Mastery Survey: Students will be assessed on their understanding of the course content using a specially designed survey.
2. Resource Effectiveness Evaluation: The study will measure how helpful students find the different resources used in the course, such as videos, PPTs, and assignments.
3. Skill Improvement Assessment: The study will evaluate the extent to which the course helps improve students' abilities in areas like literature search, document management, and academic writing.
4. Student Satisfaction Survey: Students will provide feedback on their satisfaction with the course through a comprehensive survey.

By implementing these measures, the study aims to minimize any negative effects on students and maximize their learning outcomes in a safe and supportive environment.

Full description

This study evaluates the effectiveness of a TPACK (Technological Pedagogical Content Knowledge) framework-based instructional approach in a course on Network Information Resources Retrieval and Usage among master's degree nursing students. The research employs a quasi-experimental design to compare the outcomes of an intervention group, which receives TPACK-based blended learning, with a control group that experiences traditional face-to-face instruction.

This study aims to provide evidence on the efficacy of the TPACK-based blended learning approach in enhancing educational outcomes in nursing education.

Enrollment: 91 estimated patients

Sex: All

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Master's degree students enrolled in the nursing program at the participating university.
• Students who have completed the prerequisite courses relevant to the Network Information Resources Retrieval and Usage course.
• Students who have provided written informed consent to participate in the study.
• Students with regular access to the internet and necessary technological devices for participating in online components of the course.

Exclusion criteria

• Students who have previously completed a similar course or have extensive prior experience with network information resources retrieval and usage.
• Students who are unable to commit to the course schedule and requirements due to personal or professional reasons.
• Students with known learning disabilities or conditions that might interfere with their ability to complete the course assessments, unless they receive appropriate accommodations.
• Students who withdraw consent at any point during the study.

Trial design

Primary purpose: Other

Allocation: Non-Randomized

Interventional model: Factorial Assignment

Masking: Single Blind

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91 participants in 2 patient groups

experimental group

Experimental group

Description:

The intervention group received instruction based on the TPACK (Technological Pedagogical Content Knowledge) framework, incorporating a blended learning approach that combined online and offline methods. The curriculum included the same fundamental theories and skills as the control group but integrated digital tools and resources. Online components consisted of interactive MOOC videos, online assignments, peer assessments, and real-time virtual discussions via platforms like DingTalk. Offline components included traditional face-to-face classroom sessions, hands-on practice, group discussions, and collaborative projects. The blended approach aimed to enhance students' engagement and understanding by leveraging technology to facilitate a more interactive and flexible learning experience.

Treatment:

Other: TPACK-Based Blended Learning Instruction

control group

No Intervention group

Description:

The control group employed traditional in-person teaching methods, including face-to-face classroom instruction, reading from printed textbooks, and completing homework assignments. The curriculum covered the fundamental theories and skills related to information resource retrieval and usage but did not specifically utilize the TPACK framework. Students primarily received lectures and guidance from the instructor during class and completed assignments and learning tasks independently after class.