Drug Administration Competency of Nursing Students
The Effect of Simulation-Based Training Program Designed Based on Cognitive Load Theory on Drug Administration Competency
1 other identifier
interventional
102
1 country
1
Brief Summary
The purpose of this study is to examine the effect of a simulation-based education program designed based on cognitive load theory on the development of medication administration competency of nursing students.
Trial Health
Trial Health Score
Automated assessment based on enrollment pace, timeline, and geographic reach
participants targeted
Target at P50-P75 for not_applicable
Started Sep 2024
Shorter than P25 for not_applicable
1 active site
Health score is calculated from publicly available data and should be used for screening purposes only.
Trial Relationships
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Study Timeline
Key milestones and dates
First Submitted
Initial submission to the registry
April 11, 2023
CompletedFirst Posted
Study publicly available on registry
May 1, 2023
CompletedStudy Start
First participant enrolled
September 1, 2024
CompletedPrimary Completion
Last participant's last visit for primary outcome
November 4, 2024
CompletedStudy Completion
Last participant's last visit for all outcomes
December 5, 2024
CompletedFebruary 2, 2024
February 1, 2024
2 months
April 11, 2023
February 1, 2024
Conditions
Keywords
Outcome Measures
Primary Outcomes (3)
Change in medication administration knowledge level
Medication Administration Knowledge Test scores of students in a simulation-based training programme designed according to cognitive load theory are higher than those of students in the standard training programme.
The Medication Administration Knowledge Test will be administered before the training and again one week after the training. The change in these time intervals will be assessed.
Comparison of medication administration skill performances
The Objective Structured Clinical Examination (OSCE) scores of students in a simulation-based training programme designed according to cognitive load theory are higher than those of students in the standard training programme.
It will be conducted one week after the skill training. The change in these time intervals will be assessed.
Comparison of Clinical Decision Making Skill Level
Students' scores on the control list for safe drug administration scenarios in a simulation-based training programme designed according to cognitive load theory are higher than those of students in the standard training programme.
The assessment will be conducted one week after the objective structured skill examination. The change in these time intervals will be assessed.
Study Arms (2)
Control- standard medication education
EXPERIMENTALThe control group will receive a traditional medication administration proficiency training program.
Experiment- cognitive load theory based on medication education
EXPERIMENTALThe experiment group will receive a cognitive load theory-based medication administration training program.
Interventions
Common Procedure: \- "Student Information and Consent Form will be obtained from the students. For the control group * Theoretical training in drug administration skills is provided. * Skill training: Skill training on intramuscular and subcutaneous injection and intravenous medication administration using task trainers in the simulation laboratory. * After the skill evaluation phase, a safe drug administration scenario will be applied.
For the experiment group * Theoretical training will be provided based on the results of both the knowledge test and the self-efficacy test, and will be designed according to the principles of cognitive load theory. * Skills training: includes the necessary skill applications for students with task trainers and a virtual simulation designed according to the cognitive load theory for these skills. * After the skill evaluation phase, a safe drug administration scenario will be applied.
Eligibility Criteria
You may qualify if:
- To be over 18 years old,
- Minimum 18 years old,
- To be a third or fourth-year nursing undergraduate student,
- To volunteer to participate in the research.
You may not qualify if:
- Inability to complete any stage of the study,
- Failure to complete data collection forms.
Contact the study team to confirm eligibility.
Sponsors & Collaborators
Study Sites (1)
Acıbadem Unıversity
Istanbul, Turkey (Türkiye)
Related Publications (5)
Rogers BA, Franklin AE. Cognitive load experienced by nurses in simulation-based learning experiences: An integrative review. Nurse Educ Today. 2021 Apr;99:104815. doi: 10.1016/j.nedt.2021.104815. Epub 2021 Feb 20.
PMID: 33640776BACKGROUNDFraser KL, Ayres P, Sweller J. Cognitive Load Theory for the Design of Medical Simulations. Simul Healthc. 2015 Oct;10(5):295-307. doi: 10.1097/SIH.0000000000000097.
PMID: 26154251BACKGROUNDMcMullan M. Evaluation of a medication calculation mobile app using a cognitive load instructional design. Int J Med Inform. 2018 Oct;118:72-77. doi: 10.1016/j.ijmedinf.2018.07.005. Epub 2018 Jul 24.
PMID: 30153925BACKGROUNDSweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1-16. Doi: https://doi.org/10.1007/s11423-019-09701-3
BACKGROUNDJosephsen, J. (2018). Cognitive load measurement, worked-out modeling, and simulation. Clinical Simulation in Nursing, 23, 10-15. doi:https://doi.org/10.1016/j.ecns.2018.07.004
BACKGROUND
Study Officials
- PRINCIPAL INVESTIGATOR
Hilal Yıldız Çelik, Phd student
Acibadem University
Central Study Contacts
Study Design
- Study Type
- interventional
- Phase
- not applicable
- Allocation
- RANDOMIZED
- Masking
- NONE
- Purpose
- OTHER
- Intervention Model
- PARALLEL
- Sponsor Type
- OTHER
- Responsible Party
- SPONSOR
Study Record Dates
First Submitted
April 11, 2023
First Posted
May 1, 2023
Study Start
September 1, 2024
Primary Completion
November 4, 2024
Study Completion
December 5, 2024
Last Updated
February 2, 2024
Record last verified: 2024-02
Data Sharing
- IPD Sharing
- Will not share