Clinical Research Directory

The Effect of the Formative Assessment Method Applied in the Fundamental of Nursing Course

In nursing education, the course where students encounter these gains for the first time and which forms the basis for other professional courses is generally the Nursing Fundamentals Course. In order to develop psychomotor skills within the scope of the Nursing Fundamentals Course, models are used to include practical studies in skill laboratories after the theoretical explanation of the course. Formative evaluation, one of the evaluation methods, is a process that provides clear feedback in teaching, regulates learning, and aims to improve the student's success in the educational outcome. The main purpose here is to review the learning and teaching process. Efforts are made to obtain feedback on situations that are disrupted in the learning-teaching process, incomplete learning, difficulties in learning, and situations in which improvement is needed. The feedback obtained in this evaluation is developmental for both the student and the instructor. Therefore, formative assessment is one of the important elements of reflective learning and teaching. With this research, students will be evaluated with a standard exam to determine whether they have achieved the expected proficiency levels in their knowledge and skills and whether the educational program has achieved its goals. This exam aims to measure students' self-efficacy by creating an example that can be used in other education and training institutions. Students will be assigned to experimental and control groups by random route sampling method according to their internship locations. A survey and a check-list for each nursing skill practice will be used in the research. Self-Efficacy Survey in the Most Commonly Used Skill-Requiring Practices in Nursing; It will consist of 4 questions containing personal information and 6 questions listing nursing skills determined in line with the literature. Additionally, a check-list will be prepared for 6 nursing skills.

Effectiveness of Virtual Simulation Game in Teaching Venous Blood Sampling Skills to Nursing Students

The goal of this randomized controlled trial is to evaluate the effectiveness of the Virtual Simulation Game (VSG) method in teaching venous blood sampling (VBS) skills to second-year nursing students. The study aims to provide a safe, engaging, and innovative learning environment for nursing students, enabling them to improve their skills without compromising patient safety. The main questions the study seeks to answer are: Does VSG training improve nursing students' knowledge levels in VBS education? Does VSG training enhance nursing students' practical performance in VBS procedures? Does VSG training increase nursing students' satisfaction with VBS education? Does VSG training boost nursing students' confidence in performing VBS? Does VSG training enhance nursing students' comfort during VBS practice? Researchers will compare the Virtual Simulation Game (VSG) method to the standard technique. In the VSG group, students will engage with an interactive simulation game to practice VBS skills virtually before applying them in a clinical setting. In the control group, students will practice VBS skills using traditional methods in a laboratory environment. Participants' Tasks: Students in the VSG group will: Log in to the simulation platform with their credentials. Complete interactive training scenarios that mimic real-life challenges in venous blood sampling. Practice the procedure on their peers under supervision. Students in the control group will: Practice VBS directly on their peers under supervision without using simulation. After practicing, all students will be observed for 15 minutes by expert nurses for potential complications or discomfort. If needed, participants will receive medical care. This study adheres to the CONSORT guidelines for randomized controlled trials and incorporates validated instruments to measure knowledge, skill performance, satisfaction, confidence, and comfort levels among participants. The findings aim to bridge the gap in nursing education by introducing an innovative, technology-driven approach to skill training.