Teaching School Health Nursing Course With Universal Design Model

NCT06339515 | Completed

• 1 other identifier: DuzceU-SBF-NYS-02
• Study Type: interventional
• Target: 20
• Locations: 1 country
• Sites: 1

Brief Summary

The aim of this study is to design, implement and evaluate the School Health Nursing course in the undergraduate nursing program using the universal design model.

Conditions

Nursing Education

Outcome Measures

Primary Outcomes (3)

• Critical Thinking Disposition Scale

  The scale was developed by Semerci in 2000. The scale consists of 49 items with 5 dimensions. Sub-themes of the scale are metacognition, flexibility, systematicity, tenacity-patience and open-mindedness. 14 of the items are in metacognition, 11 of these are in flexibility, 11 of these are in tenacitypatience, 8 of these are in open-mindedness. The Cronbach Alpha coefficient of the CDTH is 0.96. The maximum score that can be obtained from the scale is 245 and the minimum score is 49. the higher the total score, the higher the critical thinking.

  Up to 10 weeks

• Communication Skills Scale

  Communication skills scale helps to determine the communication skills of the students. Communication skills scale items centered on the factors of "competence", "discouragement", "body language" and "dignification" factors and there were 36 items in total. Cronbach's alpha coefficient of the scale is 0.89. The lowest score that can be obtained from the whole scale is 36 and the highest score is 180. In the sub-dimensions of the scale, the lowest score that can be obtained from the competence dimension is 12, the highest score is 60; the lowest score that can be obtained from the obstacle dimension is 13, the highest score is 65; the lowest score that can be obtained from the body language dimension is 5, the highest score is 25; the lowest score that can be obtained from the valuing dimension is 6, the highest score is 30 points. It can be concluded that the higher the scores obtained from the scale, the higher the level of communication skills.

  Up to 10 weeks

• Healthy Living Awareness

  Developed by Elif Özer, Necla Yılmaz in 2020, it has "Socialization", "Change", "Responsibility" and "Nutrition" sub-dimensions. It consists of 15 items. Cronbach's alpha coefficient of the scale is 0.81.The lowest score to be obtained from the scale is 15 and the highest score is 75. A high score on the scale is considered to indicate a high level of healthy life awareness.

  Up to 10 weeks

Study Arms (1)

The research is a mixed method including quantitative and qualitative.

OTHER

Quantitative part of the research;Experimental: The curriculum, which will be prepared with the principles of the universal design model, will be implemented for 10 weeks, 3 lesson hours a weeks. The data of pre-invention study will be collected. Descriptive Characteristics Form, Critical Thinking Disposition Scale,Communication Skills Scale, Healthy Living Awareness Scale. Post-intervention data will be collected with Critical Thinking Disposition Scale,Communication Skills Scale, Healthy Living Awareness Scale. Qualitative part of the research: Experiences of Nursing Students: Student opinions will be taken weekly (Learning Diary) to determine the experiences of the students during the implementation process and at the end of the implementation. Reflective Diary: At the end of each session, the teacher will make a self-evaluation of the session.

Behavioral: Universal Design Model

Interventions

Universal Design Model BEHAVIORAL

Universal design-based learning is based on the application of universal design approach principles to education. Universal design-based learning considers three broad networks of the brain to enable learning. These are recognition networks, strategic networks and affective networks. Universal design-based learning is a student-centered approach and curricula are designed to appeal to all students. Curricula consist of objectives, teaching methods, teaching materials and assessment and evaluation elements. Students' interests, needs and abilities are taken into consideration when designing curricula. Students' learning disabilities are identified and alternative practices are planned to eliminate these disabilities. All students are given equal opportunity to learn

Also known as: Design, Implementation and Evaluation of School Health Nursing Course Curriculum Based on Universal Design Model

The research is a mixed method including quantitative and qualitative.

Eligibility Criteria

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

You may qualify if:

• Volunteering to participate in the study

You may not qualify if:

• Students who decline to participate in the study
• Students who will not be able to participate in the application continuously

Sponsors & Collaborators

• Duzce University: lead

Study Sites (1)

Nuriye Yıldırım

Düzce, Düzce, 81620, Turkey (Türkiye)

Location

MeSH Terms

Interventions

Research Design

Intervention Hierarchy (Ancestors)

Methods; Investigative Techniques

Study Officials

• Fahriye Hayırsever, PhD

  Duzce University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: Universal Design Model for Learning

Study Record Dates

• First Submitted: March 25, 2024
• First Posted: April 1, 2024
• Study Start: March 21, 2024
• Primary Completion: May 14, 2024
• Study Completion: May 14, 2025
• Last Updated: May 20, 2025

Record last verified: 2024-05

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)