Instructional Design and Implementation for Educational Skills Program Based on Constructivist Learning Approach

NCT06253572 | Completed

• 1 other identifier: IstanbulUC-Nursing-OE-01
• Study Type: interventional
• Target: 26
• Locations: 1 country
• Sites: 1

Brief Summary

A lecturer is a person who, after completing his/her undergraduate education, specializes in the same or a different discipline through postgraduate education and works at a university. The main responsibilities of lecturers are teaching, research, leadership and community service. The training skills program includes adult education and characteristics of adult learners, basic concepts of education, teaching methods and techniques, instructional technologies, communication skills, curriculum development, implementation and evaluation and aims to improve participants' training skills. Teaching is among the main responsibilities of lecturers. Instructors need to receive training to improve their teaching skills during their graduate education and after their appointment as instructors. In this study, it is aimed to design and implement an Educational Skills Program based on the Constructivist Learning Approach. The design of the training program was based on the Dick, Carey and Carey (DCC) Instructional Design Model, which is widely known among instructional design models and influenced by constructivism theory. It is aimed that the training skills training program will be carried out by taking adult education into consideration and will be learner-centered. In this study, the training plan is based on the Constructivist Learning Approach 5E model, which is proven to be effective in the literature and widely used. The training program will be conducted through distance education in order to reach instructors living in different cities and to create common time.

Conditions

Teacher Training

Outcome Measures

Primary Outcomes (1)

• Education Skills Scale

  Education Skills Scale: The scale developed by Çayır and Ulupınar consists of a total of 38 items and is a five-point Likert scale (1. Never, 2. Rarely/Sometimes, 3. sometimes/ Sometimes, 4. Often/Frequently, 5. Always). All statements in the scale are positive. Each item in the scale is given a score between 1-5. The minimum score is 38 and the maximum score is 190. It was determined that the higher the score obtained from the Training Skills Scale, the higher the frequency of using training skills.

  up to 12 months

Study Arms (1)

1

EXPERIMENTAL

Education

Other: Education

Interventions

Education OTHER

Educational Skills Program Based on Constructivist Learning Approach Instructors need to receive training to improve their teaching skills during their graduate education and after their appointment as instructors. In this study, it is aimed to design and implement an Educational Skills Program based on the Constructivist Learning Approach. The design of the training program was based on the Dick, Carey and Carey (DCC) Instructional Design Model, which is widely known among instructional design models and influenced by constructivism theory. It is aimed that the training skills training program will be carried out by taking adult education into consideration and will be learner-centered. In this study, the training plan is based on the Constructivist Learning Approach 5E model, which is proven to be effective in the literature and widely used. The training program will be conducted through distance education to reach instructors living in different cities and to create common time.

1

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Graduating from the Department of Nursing.
• To be enrolled in or graduated from a master's or doctoral program in one of the departments of nursing.
• To be working as a lecturer in nursing departments.
• In the study, priority will be given to those working as research assistants in nursing departments.
• Priority will be given to those who have been working as a lecturer in the nursing department for a maximum of 2 years.
• Priority will be given to those who have given and continue to give theoretical or laboratory or application courses in the nursing department.
• In the qualitative part of the study, it was planned to conduct individual in-depth interviews with a randomly selected group of those who completed the training program and volunteered to participate in the interview.

You may not qualify if:

• Becoming a faculty member,
• Not having a nursing degree,
• Graduate education in a field other than one of the nursing departments

Sponsors & Collaborators

• Istanbul University - Cerrahpasa: lead

Study Sites (1)

Istanbul Unıvercity- Cerrahpasa

Avcılar, Istanbul, Turkey (Türkiye)

Location

Related Publications (3)

• Bullin C. To what extent has doctoral (PhD) education supported academic nurse educators in their teaching roles: an integrative review. BMC Nurs. 2018 Feb 22;17:6. doi: 10.1186/s12912-018-0273-3. eCollection 2018.

  PMID: 29483844 BACKGROUND

• Eycan O, Ulupinar S. Nurse instructors' perception towards distance education during the pandemic. Nurse Educ Today. 2021 Dec;107:105102. doi: 10.1016/j.nedt.2021.105102. Epub 2021 Aug 18.

  PMID: 34482209 RESULT

• Cayir A, Ulupinar S. The relationship among educational skills, general self-efficacy perceptions and performance in nursing instructors. Nurse Educ Today. 2021 Dec;107:105129. doi: 10.1016/j.nedt.2021.105129. Epub 2021 Sep 2.

  PMID: 34534784 RESULT

MeSH Terms

Interventions

Educational Status

Intervention Hierarchy (Ancestors)

Socioeconomic Factors; Population Characteristics

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: OTHER
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Nurse; Lecturer (Istanbul Arel University Nursing Department); PHD Student (IUC- Nursing Education, Doctorate Program)

Model Details: Design of the research: This study is a mixed method design. The first part of the study was planned in a quantitative design with a one-group pretest-posttest quasi-experimental type. The second part of the study was planned in qualitative design and phenomenological type.

Study Record Dates

• First Submitted: January 16, 2024
• First Posted: February 12, 2024
• Study Start: February 1, 2025
• Primary Completion: June 2, 2025
• Study Completion: June 2, 2025
• Last Updated: June 11, 2025

Record last verified: 2025-06

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)