Clinical Research Directory

The Impact of Technology-supported Interactive Teaching in Ethics Education

The aim of the study is to determine the effect of technology-supported interactive teaching in ethics education on nursing students' ethical sensitivity and ethical decision-making levels.

The Effect of the Excellence Model-Based Clinical Practice Preparation Program on Students

Objective: This study was designed to develop a clinical practice preparation program based on the Pediatric Nursing Excellence Model for undergraduate nursing students and to evaluate the program's effect on students' readiness, clinical comfort and anxiety, and levels of excellence. Method: This study is a pretest-posttest randomized controlled experimental study. The research is planned to be conducted with nursing students taking the Pediatric Health and Disease Nursing course. The study groups will consist of students who go out for clinical practice within the scope of this course. In the power analysis performed with the G\*Power 3.1.9.7 program, the sample size was found to be 25 for the experimental group and 25 for the control group, for a total of 50. Research data will be collected using a questionnaire. The questionnaire consists of four sections containing the following questions: "Student Descriptive Characteristics Information Form," "Nursing Students' Readiness for Clinical Practice Scale," "Pediatric Nursing Students' Clinical Comfort and Anxiety Instrument," and "Pediatric Nursing Excellence (PHM) Model Questionnaire." In the study, students in the experimental group will receive routine orientation training and a clinical practice readiness program based on the excellence model. Students in the control group will only receive routine orientation training. Data analysis will be performed using the SPSS 20.0 software package.

The Effectiveness of Three Good Things on Gratitude and Psychological Well-being Among Nursing Students

The goal of this clinical trial is to learn if the daily Three Good Thing intervention can prevent negative mental health outcomes like stress and burnou, and promote Gratitude and Psychological Wellbeing in undergraduate Nursing Students. The main questions it aims to answer are: Does the daily Three Good Things intervention effective in promoting gratitude and psychological wellbeing among nursing students? Researchers will compare four different arms from Solomon Four Group Design to see if the increase in Gratitude and Psychological Wellbeing scores is significantly greater in the groups that received the 3GT intervention. Participants will be randomly assigned to one of the four groups, and those in the intervention groups will: 1. Complete a pre-test questionnaire (for some groups) on their current level of Gratitude and Psychological Wellbeing. 2. Perform the Three Good Things (3GT) intervention by writing down three positive things that happened each day for 7 consecutive days. 3. Complete a post-test questionnaire to measure the final level of Gratitude and Psychological Wellbeing.

An Escape Room for Nursing Students Taking Pharmacology Classes

The study was planned as a pre-test-post-test single-group, quasi-experimental design to evaluate the effects of the education provided with the escape room game on the level of autonomic nervous system drug knowledge and perceptions of the game experience in nursing students taking the Pharmacology course. The sample of the study will consist of students enrolled in the Nursing Pharmacology course at the Kahramanmaraş İstiklal University, Faculty of Health Sciences, Department of Nursing in the 2024-2025 academic year, who meet the research criteria and agree to participate in the study. The study will be conducted in two stages. In the first stage, the necessary materials for the game development and evaluation process will be prepared and the content validity study of these materials will be conducted. In the second stage, the escape room game will be applied and data will be collected. The data will be collected with the "Descriptive Characteristics Form" and the "Autonomic Nervous System Drug Knowledge Test" (pre-test) before the escape room game, and with the "Autonomic Nervous System Drug Knowledge Test" (post-test) and the "Game Playing Experience Scale" after the game. The analysis of the data will be completed by transferring it to the IBM SPSS Statistics 23 program. H1a = There is a difference between the mean scores of the autonomic nervous system knowledge test of the students who participated in the escape room game before and after the game. H1b = There is no difference between the mean scores of the autonomic nervous system knowledge test of the students who participated in the escape room game before and after the game

Flipped Learning Model on the Stoma Care

This study is planned as a randomized controlled trial to determine the effect of education provided through the flipped learning model on students' levels of knowledge and self-efficacy regarding stoma care. The research will be conducted on 100 first-year nursing students between 05.2024-06.2024. Randomization will be ensured for students who meet the inclusion criteria, and they will be divided into two random groups: the experimental group (n=50) and the control group (n=50). All participating students will be administered the "Introductory Characteristics Form," "Stoma Care Knowledge Assessment Form (pre-test)," and "General Self-Efficacy Scale (pre-test)." For students in the experimental group, digital materials required for preparedness for the course based on the flipped learning model (such as course presentation materials and demonstration videos) will be prepared by the researchers. After the implementation and 4 weeks later, the 'Stoma Care Knowledge Assessment Form (post-test)' and the 'General Self-Efficacy Scale (post-test)' will be administered online. All students in the control group will be administered the 'Introductory Characteristics Form,' the 'Stoma Care Knowledge Assessment Form (pre-test),' and the 'General Self-Efficacy Scale (pre-test).' Subsequently, stoma care will be provided to the control group solely through traditional teaching methods. No additional resources will be provided. After the implementation and 4 weeks later, the 'Stoma Care Knowledge Assessment Form (post-test)' and the 'General Self-Efficacy Scale (post-test)' will be administered online.

The Effect of Simulation Method on Self-Confidence and Stress Levels in Nursing Students

The aim of this study was to determine the impact of training provided through simulation method on self-confidence and stress levels in nursing students during patient intervention.