Clinical Research Directory

NotebookLM-Supported Vital Signs Education for Nursing Students Within the PICRAT Framework

This randomized controlled study evaluated the effect of NotebookLM-supported instruction on undergraduate nursing students' learning of vital signs. First-year nursing students were randomly assigned to either an intervention group or a control group. Students in the control group received vital signs instruction using the traditional teaching approach included in the existing nursing curriculum. Students in the intervention group received the same course content supported by educational materials created through NotebookLM, including podcasts, flashcards, review questions, and mind maps. The educational use of NotebookLM was evaluated within the PICRAT model, which considers students' engagement with technology and the effect of technology on teaching practices. Academic achievement related to vital signs was assessed immediately after instruction and again six weeks later.

Effects of Team-Based Simulation on Nursing Students' Soft Skills

Objective: This study aims to investigate the effects of "team-based simulation" on the development of communication skills, self-awareness levels, and teamwork competencies among first-year nursing students. Hypotheses: H1: Team-based simulation training significantly increases the self-awareness levels of nursing students compared to individual-based training. H2: Team-based simulation practices lead to a statistically significant improvement in students' attitudes toward teamwork, specifically regarding mutual support and team structure. H3: Students who participate in team-based simulations demonstrate higher levels of satisfaction with learning and self-confidence compared to those in individual-based settings. Study Description: The research was conducted with 112 first-year nursing students using a randomized controlled and "cross-over" design. Participants were divided into two groups, experiencing both team-based and individual-based simulation applications in different sequences. Data were collected at four different time points-pre-test, intra-post-simulation, and one-month follow-up-using various scales. The study determined that team-based simulation lays the groundwork for the development of students' self-awareness, enhances teamwork skills, and increases satisfaction levels. To ensure the sustainability of these gains, it is recommended that such interactive and repetitive simulation methods be systematically integrated into nursing education curricula.