Do the Health Education Materials Developed in the Gynecology and Diseases Nursing Course Affect Students' Teaching Material Motivation and Material Design Self-Efficacy Beliefs?

NCT06389929 | Completed

• 1 other identifier: IU-HB-RK-02
• Study Type: interventional
• Target: 92
• Locations: 1 country
• Sites: 1

Brief Summary

Purpose: This study aimed to examine the effect of health education material developed by nursing students in gynecological health and disease nursing on students' teaching material motivation and material design self-efficacy belief. Method: The study was conducted as a prospective randomized controlled study. n=86 (43=control, 43=intervention) students who took the Women's Health and Diseases Nursing course at Bartın University Faculty of Health Sciences Nursing Department between 30.10.2023-20.01.2024 and volunteered to participate in the study were randomized. It was conducted in two groups: intervention and control.In the research, data will be collected with the Data Collection Form prepared by reviewing the literature, Instructional Material Motivation Scale and Material Design Self-Efficacy Belief Scale. Descriptive statistics, Student t-test, Mann-Whitney U Test, Wilcoxon Signed Rank Test and Pearson correlation tests will be used to evaluate the data.

Conditions

Nursing Caries

Keywords

nursing; Gynecological health and disease nursing; Health education material,; Teaching material motivation; Material design self-efficacy belief

Outcome Measures

Primary Outcomes (1)

• Instructional Material Motivation Scale

  The original version of the scale was published by Keller (2010). PMSQ, a 36-item measurement tool consisting of five-point Likert type options (not true, somewhat true, true, moderately true, very true), was developed by taking the ARCS Model as a criterion. The measurement tool consists of four sub-dimensions with the same name as the compliance, trust, satisfaction and attention components of the ARCS Model. The 3rd, 7th, 12th, 15th, 19th, 22nd, 29th, 31st and 34th items of the measurement tool have negative expressions and require reverse scoring. The lowest score that can be obtained from the measurement tool, whose midpoint is 108.00, is 36.00, while the highest score is 180.00 (Keller, 2010). Increasing scores from the scale indicate an increase in motivation. The original version of the scale was applied to university students by Keller (2006), and as a result of the analyzes made for the sub-dimensions of the measurement tool.

  two weeks

Secondary Outcomes (1)

• Material Design Self-Efficacy Belief Scale

  two weeks

Study Arms (2)

Skill Group

EXPERIMENTAL

Students in the skill group will take one of the applications in the Skill Checklists (Breastfeeding Education Skill Check Form, Breast Care and Caregiving to Mothers with Breast Engorgement Skill Check Form, Breast Self-Examination (KKMM) Training Skill Check Form) within the scope of the "Women's Health and Diseases Nursing Course". Health education material was prepared in line with the skills they determined. The duration of training material preparation is determined as 1 week for each student. The health education material developed was prepared and presented by evaluating the reason, importance, awareness aspect and innovative perspective of the determined skill.

Behavioral: Education

Control Group

NO INTERVENTION

The post-test will be applied to the control group 1 day after the pre-test, and the questionnaires and scales applied in the pre-test to the skill group were re-evaluated after the presentation of the health education material.

Interventions

Education BEHAVIORAL

In line with the skill they will determine for one of the applications in the Skill Checklists (Breastfeeding Education Skill Control Form, Breast Care and Giving Care to Mothers with Breast Engorgement Skill Control Form, Breast Self-Examination (KKMM) Training Skill Control Form) apply.

Skill Group

Eligibility Criteria

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

You may qualify if:

• Students who were over 18 years old,
• Students who spoke Turkish,
• Students who were not diagnosed with hearing impairment,
• Students who took the Gynecology and Diseases Nursing course,
• Students who had written consent
• Students who volunteered to participate

You may not qualify if:

• Not studying at Bartın University,
• students who did not take the Gynecology and Diseases Nursing course

Sponsors & Collaborators

• Inonu University: lead

Study Sites (1)

Simge OZTURK

Bartın, None Selected, 74100, Turkey (Türkiye)

Location

MeSH Terms

Interventions

Educational Status

Intervention Hierarchy (Ancestors)

Socioeconomic Factors; Population Characteristics

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Model Details: Prospective randomized controlled n = 86 (43 = control, 43 = intervention) students who took the Women's Health and Diseases Nursing course at Bartın University, Faculty of Health Sciences, Department of Nursing and volunteered to participate in the study were randomly assigned to two groups: intervention and control.

Study Record Dates

• First Submitted: January 28, 2024
• First Posted: April 29, 2024
• Study Start: October 30, 2023
• Primary Completion: January 20, 2024
• Study Completion: January 28, 2024
• Last Updated: April 29, 2024

Record last verified: 2024-04

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)