Clinical Research Directory

Web-Based Newborn Care Education for Primiparous Pregnant Women

For pregnant women expecting their first baby, readiness during pregnancy is an important factor in successfully performing hygienic care for their babies. This study was planned to determine the effect of web-based education on the readiness levels of primiparous pregnant women for newborn hygienic care practices. In this study, the aim was to support pregnant women and mothers after birth in newborn care and to develop their application skills with the web-based education program given to primiparous pregnant women.

Web 2.0 Education for Dose Calculation: An RCT

This randomized controlled trial aims to examine the effect of Web 2.0-supported education on first-year nursing students' medication dose calculation knowledge, skills, perceived learning, and instructional material motivation. Safe medication administration is a core quality indicator of nursing care, and dose calculation errors remain a significant threat to patient safety. Nursing students frequently experience difficulties in understanding basic concepts, converting units, and performing accurate calculations. In this study, students enrolled in the Fundamentals of Nursing course at a university in Istanbul, Türkiye, were randomly assigned to either an intervention group or a control group. The intervention group received medication dose calculation education supported by interactive Web 2.0 tools (Canva, Quizizz, Miro, Wordwall, and Socrative), while the control group received the same curriculum content through traditional lecture-based instruction. Both groups also received hands-on medication preparation skills training in the professional skills laboratory. The primary outcomes are medication dose calculation knowledge and skill levels; secondary outcomes are perceived learning and instructional material motivation. The investigators hypothesize that students receiving Web 2.0-supported education will achieve higher scores on all outcomes compared with students receiving traditional education.

Effects of 'Evidence-based Practice' Training Based on Flipped Learning, Web-based and Traditional Education Models on Nurses' Self-directed Learning and Metacognitive Thinking Skills

The research was conducted to evaluate the effects of evidence-based practice training developed based on flipped learning, web-based education and traditional education models on nurses' self-directed learning and metacognitive thinking skills. The study is a randomised controlled experimental study with a pre-test-post-test design, consisting of two intervention groups (flipped learning and web-based education) and one control group (traditional education).