The Effectiveness of E-Learning Application Developed for Chest Tube Care in Nursing Students

NCT06745713 | Completed DMC

• 1 other identifier: E-770082166-302.08.01-509027
• Study Type: interventional
• Target: 108
• Locations: 1 country
• Sites: 1

Brief Summary

This study was conducted to determine the effectiveness of the e-learning application developed for chest tube care in nursing students. Within the scope of this study, the e-learning application developed for chest tube care in nursing students and the effectiveness of this e-learning application were evaluated.

Conditions

E-learning; Nursing Care; Chest Tube; Nursing Education

Keywords

chest tube care; e-learning; nursing care; nursing students; clinical reasoning

Outcome Measures

Primary Outcomes (3)

• Clinical Reasoning Readiness Scale for Nursing Students

  It is a comprehensive assessment tool developed by Huang Huiman (2018) to determine the clinical reasoning readiness levels of nursing students in Taiwan (Huang et al., 2023). 'Clinical Reasoning Readiness Scale for Nursing Students' consists of 4 sub-dimensions. These sub-dimensions are 'awareness of clinical clues' (4 items), 'verification of clinical problems' (4 items), 'action determination and implementation' (4 items) and 'evaluation and reflection' (4 items). Each sub-dimension contains four items to assess students' clinical reasoning readiness levels. The lowest score that can be obtained from the scale is 16 and the highest score is 80. The responses to the scale are evaluated on a 5-point Likert scale (5=Strongly agree, 4=Agree, 3=Unsure, 2=Disagree, 1=Strongly disagree). Cronbach's α ranged from 0.894 for the total and 0.78 to 0.89 for each sub-dimension. The corrected item-total correlation is between 0.627-0.728.

  In order to determine the clinical reasoning readiness levels of nursing students, it was applied to the students in the experimental and control groups before the application started and immediately after the application was completed.

• Self-directed Learning Scale

  The original Self-Managed Learning Scale was used by Lounsbury et al. (2009) as a self-report scale. The Turkish adaptation and validity and reliability study of the scale, which assesses the extent to which individuals learn autonomously with a one-dimensional structure, was conducted by Demircioğlu, Öge, Fuçular, Çevik, Nazlıgül, and Özçelik in 2018. The scale is 5-point Likert-type and consists of 10 items. For each item, participants are expected to respond according to 1 (Strongly disagree), 2 (Disagree), 3 (No opinion), 4 (Agree) and 5 (Strongly agree). Cronbach's alpha coefficient of the scale is 0.85. In line with the scores obtained from the scale, above average self-managed learning skill means high and below average self-managed learning skill means low (Demircioğlu et al., 2018). In this study, the cronbach alpha coefficient of 'Self-Managed Learning Scale' was found to be 0.915 in the pre-test and 0.890 in the post-test.

  The Self-Managed Learning Scale was administered to the students in the experimental and control groups before and immediately after the implementation of the study.

• Chest Tube Care Management Knowledge Test

  The researchers created it in line with the evidence in the literature, including questions on Chest Tube Care Management (Abuejheisheh et al., 2021; Basler, 2020; Bertrandt et al., 2019). The 'Chest Tube Care Management Knowledge Test' was initially prepared as a total of 43 multiple-choice questions including the headings and subheadings in each session (Abuejheisheh et al., 2021; Malone, 2015). Expert opinions were obtained from 5 faculty members with clinical experience and studies on chest tube care. The experts gave suitability scores to the knowledge test questions one by one on a 4-point Likert-type scale (1: The item is not suitable, 2: The item should be seriously revised, 3: Suitable should be slightly revised, 4: Suitable). In line with the suggestions from the experts, the questions were reorganized and 9 questions were removed.

  The Chest Tube Care Management Knowledge Test was administered to the students in the experimental and control groups before and immediately after the implementation of the study.

Secondary Outcomes (2)

• Turkish- Computer System Usability Questionnaire short version

  It was applied to the students in the experimental group of the research after the implementation of the research was completed.

• Chest Tube Care Management Training Programme Evaluation Form

  It was applied to the students in the experimental group of the research after the implementation of the research was completed.

Other Outcomes (1)

• Student Information Form

  The Student Information Form was applied to all students in the experimental and control groups who agreed to participate in the study once before the start of the study.

Study Arms (2)

Experimental Group

EXPERIMENTAL

They completed the chest tube care management training programme which includes 5 modules, 4 case scenarios and interactive questions on www.gtbyep.com website.

Other: Turkish- Computer System Usability Questionnaire Short Version; Other: Student Information Form; Other: Clinical Reasoning Readiness Scale for Nursing Students; Other: Self-directed Learning Scale; Other: Chest Tube Care Management Knowledge Test

Control Group

ACTIVE COMPARATOR

The subject content of chest tube care management in the nursing education curriculum was given. After the pre- and post-tests were completed in the training programme in which the experimental group was included, the control group was also included in the training programme on www.gtbyep.com. The control group also completed the training content as applied to the experimental group.

Other: Student Information Form; Other: Clinical Reasoning Readiness Scale for Nursing Students; Other: Self-directed Learning Scale; Other: Chest Tube Care Management Knowledge Test

Interventions

Turkish- Computer System Usability Questionnaire Short Version OTHER

Developed in 1995 by Lewis at IBM, the Computer System Usability Questionnaire (CSUQ) is one of the widely used questionnaires in the field of usability. The scale, which was adapted into Turkish by Erdinç in 2013, consists of 13 items in total. It has 4 sub-dimensions: system usefulness (items 1-6), information quality (items 7-9), interface quality (items 10-12) and general satisfaction (item 13). Each item is scored as 1 (Strongly agree) - 7 (Strongly disagree). The Cronbach α of the scale is \> .70 and the Cronbach α value for each sub-dimension varies between .73 and .92. A minimum score of 13 and a maximum score of 91 can be obtained from the scale. A low score is defined as good usability, and the higher the score, the lower the usability quality of the system (Erdinç \& Lewis, 2013).

Experimental Group

Student Information Form OTHER

In the form developed by the researchers in line with the literature, a total of 12 questions were included to determine the socio-demographic characteristics of the students (such as age, gender, academic average, whether they provide care to patients with chest tubes, whether they receive training on chest tube care). All participants in the experimental and control groups were applied once as a pre-test.

Control Group; Experimental Group

Clinical Reasoning Readiness Scale for Nursing Students OTHER

It is a comprehensive assessment tool developed by Huang Huiman (2018) to determine the clinical reasoning readiness levels of nursing students in Taiwan (Ho et al., 2021; H.-M. Huang et al., 2018). 'Clinical Reasoning Readiness Scale for Nursing Students' consists of 4 sub-dimensions. These sub-dimensions are 'awareness of clinical clues' (4 items), 'verification of clinical problems' (4 items), 'action determination and implementation' (4 items) and 'evaluation and reflection' (4 items). Each sub-dimension contains four items to assess students' clinical reasoning readiness levels. The lowest score that can be obtained from the scale is 16 and the highest score is 80. Responses to the scale are evaluated on a 5-point Likert scale (5=strongly agree, 4=agree, 3=decided, 2=disagree, 1=strongly disagree). Cronbach's α ranged from 0.894 for the total and 0.78 to 0.89 for each sub-dimension. The corrected item-total correlation is between 0.627-0.728. Higher scores indicate higher levels

Control Group; Experimental Group

Self-directed Learning Scale OTHER

The original Self-Managed Learning Scale was used as a self-report scale by Lounsbury et. al. (2009). The Turkish adaptation and validity and reliability study of the scale, which shows the extent to which individuals learn autonomously with a one-dimensional structure, was conducted by Demircioğlu, Öge, Fuçular, Çevik, Nazlıgül, and Özçelik in 2018. The scale is 5-point Likert-type and consists of 10 items. For each item, participants are expected to respond according to 1 (Strongly disagree), 2 (Disagree), 3 (No opinion), 4 (Agree) and 5 (Strongly agree). Cronbach's alpha coefficient of the scale is 0.85. In line with the scores obtained from the scale, above average self-directed learning skill means high and below average self-directed learning skill means low (Demircioğlu et al., 2018). Both groups were applied as pre-test and post-test.

Control Group; Experimental Group

Chest Tube Care Management Knowledge Test OTHER

It was created by the researchers in line with the evidence in the literature (Abuejheisheh et al., 2021; Basler, 2020; Bertrandt et al., 2019; Charnock \& Evans, 2001; El-Senousy, Mahrous, Abd-Al Salam, \& Zedan, 2020; Ho et al., 2021; Tarhan et al., 2016; Zisis et al., 2015). The 'Chest Tube Care Management Knowledge Test' was initially prepared as a total of 43 multiple-choice questions, including the headings and subheadings in each session (Abuejheisheh et al., 2021; Malone, 2015). Expert opinions were obtained from 5 faculty members with clinical experience and studies on chest tube care. The experts gave suitability scores to the knowledge test questions one by one on a 4-point Likert-type scale (1: The item is not suitable, 2: The item should be seriously revised, 3: Suitable should be slightly revised, 4: Suitable). In line with the suggestions from the experts, the questions were reorganised and 9 questions were removed. For the remaining 34 multiple-choice questions in the kno

Control Group; Experimental Group

Eligibility Criteria

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

You may qualify if:

• years of age or older,
• To be able to understand and speak Turkish,
• To be enrolled in the 3rd year of the Nursing Department,
• Taking Surgical Diseases Nursing course for the first time,
• To be able to access Internet,
• Voluntary acceptance to participate in the research.

You may not qualify if:

• Notifying that he/she wants to leave the research at any stage of the research,
• They did not participate in any of the steps of the e-learning application such as pre-test, watching the videos, post-test, evaluation activities, etc.

Sponsors & Collaborators

• Gazi University: lead
• Gazi University Scientific Research Unit: collaborator
• Atılım University: collaborator

Study Sites (1)

Gazi University

Ankara, 06580, Turkey (Türkiye)

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: TRIPLE
• Who Masked: PARTICIPANT, INVESTIGATOR, OUTCOMES ASSESSOR
• Masking Details: In order to blind the students, the information about which group they were in was not shared with the students, and the students were informed that training on chest tube care management would be given and tests would be applied through the e-learning application. In addition, the students were informed that the contents of the 'Chest Tube Care Management Training Programme' would be opened to everyone at different times, and that the time of opening the tests and training content was determined by the e-learning application itself. The training content was opened to the control group after the post-test data were collected. Thus, blinding of the participant students was ensured. The researcher who recorded all the data obtained as a result of the study in the statistics programme and the person who made the statistical analyses of the data did not know which groups were the experimental or control groups. While analysing the statistical data, the statistician and the researcher knew.
• Purpose: OTHER
• Intervention Model: SEQUENTIAL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Prof. Dr.

Study Record Dates

• First Submitted: December 3, 2024
• First Posted: December 20, 2024
• Study Start: August 13, 2024
• Primary Completion: August 15, 2024
• Study Completion: September 15, 2024
• Last Updated: December 20, 2024

Record last verified: 2024-12

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, ICF
• Time Frame: Beginning 3 months and ending 2 years after the publication of results
• Access Criteria: They will be able to access via e-mail to sevil.guler@gazi.edu.tr.

Locations

TU (1)