Clinical Research Directory

The Effect of a Transtheoretical Model-Based Educational Intervention on First-Year Nursing Students' HPV Knowledge, Health Beliefs, and Vaccination Behavior Intentions

The purpose of this study is to examine the impact of a structured educational program based on the Transtheoretical Model (TTM) on HPV knowledge, health beliefs, and vaccination behavioral intentions among first-year nursing students. The study will also evaluate how the intervention affects students' HPV vaccine readiness compared to the TTM. The primary questions addressed by the study are: * Does the TTM-based educational intervention increase students' knowledge about HPV and the HPV vaccine? * Does the program change students' health beliefs regarding susceptibility, severity, benefits, and barriers to HPV and the HPV vaccine? * Does the program improve students' intentions and readiness to receive the HPV vaccine? * Do students move to a higher behavioral readiness stage (from Precontemplation to Contemplation, Preparation, Action, or Maintenance) after the intervention? The researcher will compare the TTM-based educational intervention with a control group that did not receive structured education to determine whether a personalized, stage-based approach is more effective in improving HPV-related outcomes among nursing students. Participants will: * Complete baseline questionnaires measuring HPV knowledge, health beliefs, and vaccination intention. * The experimental group (intervention group) will receive personalized TTM-based education, face-to-face instruction in modules aligned with the five TTM phases (Precontemplation, Contemplation, Preparation, Action, and Maintenance). * The experimental group will participate in educational sessions designed to raise awareness, correct misinformation, support decision-making, and encourage protective behaviors. * The control group will not receive any educational program. * All participants in the experimental and control groups will complete the same questionnaires again to assess changes after the intervention. The TTM-based educational intervention provides: * Staged counseling * Information about HPV and the HPV vaccine * Activities to raise awareness, strengthen motivation, and support vaccination adoption * Personalized feedback based on student readiness * Structured modules focusing on knowledge, belief, and behavior change strategies The study population included first-year nursing students enrolled in the Faculty of Health Sciences. A total of 88 participants will be recruited and randomly assigned to either the intervention (n=44) or control (n=44) groups through simple randomization. The results of this study are expected to contribute to the development of evidence-based education strategies in nursing, support of behavioral change models in health education, and strengthen the role of future nurses in HPV prevention, vaccine advocacy, and public health practice.

THE EFFECT OF DIGITAL STORYTELLING ON NURSING STUDENTS' NURSING PROCESS EDUCATION

Study Type: Randomized Controlled Experimental Study Purpose: This study aims to evaluate the effects of digital storytelling-enhanced nursing process education on nursing students' knowledge, nursing process competency, and clinical reasoning skills. The nursing process, which includes assessment, diagnosis, planning, implementation, and evaluation, forms the foundation of evidence-based and holistic care. However, the literature indicates that nursing students often face difficulties in assessment, prioritization, and individualization of care interventions and frequently apply the process mechanically. The study addresses the following primary questions: Does digital storytelling improve nursing students' knowledge of the nursing process? Does digital storytelling enhance students' nursing process competency and clinical reasoning skills? Study Design and Comparison: Participants will be assigned to either the intervention or control group based on their Nursing Process knowledge scores. Groups will be stratified by gender and knowledge test scores using a stratified randomization method to ensure balanced distribution and group homogeneity. Researchers will compare outcomes between groups to evaluate the effectiveness of the educational approach. Participants' Key Activities: Participants must be first-time enrollees in the Fundamentals of Nursing I course, have completed all course content, and have voluntarily agreed to attend. Complete pre- and post-intervention assessments, including the Nursing Process Knowledge Test, Nursing Process Competency Scale, Clinical Reasoning Assessment Rubric, and Instructional Material Motivation Scales. Engage in follow-up evaluations immediately after the intervention and three months later to assess the retention and sustainability of learning outcomes. Additional Notes: Digital storytelling materials will be validated through expert review and pilot testing. The Clinical Reasoning Assessment Rubric will undergo Turkish-language validity and reliability evaluation. Findings are expected to provide evidence on the effectiveness of digital storytelling in nursing process education, support curriculum development at the undergraduate level, and guide the broader implementation of technology-enhanced, reflective learning approaches in nursing education.

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.

The Effect of Jigsaw Technique Used in Critical Article Review on Critical Thinking Disposition and Communication Skills

For nursing education to be sufficient to provide students with the contemporary roles required by the profession, education programs should be provided that will enable students to participate in the learning-teaching process actively. One of these programs is cooperative learning methods. The jigsaw learning technique, one of the collaborative learning methods, creates a contemporary learning model by providing a positive learning environment, individualization of students and the development of a sense of responsibility. Since distance education has become widespread worldwide, it is necessary to use these methods to increase interaction and group work in distance education. Aim: This study aims to determine the effect of the Jigsaw technique used in critical article reviews given by distance education on the critical thinking disposition and communication skills of nursing students.

The Effect of the Use of Jigsaw Technique on Nursing Students' Critical Article Reviews and Students' Opinions on the Technique- Quasi-Experimental Study

Studies have proven that the Jigsaw learning method, one of the innovative learning methods, is an effective educational learning tool for nursing students. For nursing education to be sufficient to provide students with the modern roles required by the profession, students must actively learn instead of a memorized undergraduate education. -Training programs should enable them to participate in the teaching process. One of these programs is cooperative learning methods. The jigsaw learning technique creates a contemporary learning model by creating a positive learning environment, individualizing students and developing a sense of responsibility. No scientific literature has been found regarding the effect of the Jigsaw learning method on teaching critical article reading skills in nursing research courses in nursing education. It is assumed that the data obtained in this study will contribute to the effect of critical article reading training given using the Jigsaw technique, one of the cooperative learning techniques in nursing education, on students' critical article reviews and opinions about the technique.