The Effects of the Course on Technology Use in Nursing

NCT06791759 | Completed

• 1 other identifier: FatmaErgezen
• Study Type: interventional
• Target: 109
• Locations: 1 country
• Sites: 1

Brief Summary

This study aimed to examine the effect of the course on technology use in nursing on students' readiness for self-directed learning (SDLR) and attitudes toward technology. Research hypotheses are as follows:

• H1-1: The course on technology use in nursing affects nursing students' SDLR.
• H1-2: The course on technology use in nursing affects nursing students' attitudes toward technology.

Conditions

Nursing Student; Technology; Self Directed Learning

Outcome Measures

Primary Outcomes (2)

• Self-directed Learning Readiness

  The self-directed learning readiness was measured with Self-Directed Learning Readiness Scale (SDLR) . The SDLRS consists of 40 items and uses a five-point Likert scale. The scale includes three sub-dimensions: self-management, willingness to learn, and self-control. The total score ranges from a minimum of 40 to 200 points. A total score 150 is recommended as the cut-off point for determining SDLR. As the total score increases, it is assumed that the student's SDL ability also increases.

  Data were collected at two different time points in the study: first after students agreed to participate in the study (week 2 of the course), and second at the end of the course (week 14).

• Attitudes toward technology

  The technology attitudes of students was measured with Technology Attitude Scale. The scale consists of 15 items and uses a 6-point Likert scale. The scale includes two sub-dimensions: confidence in and the benefits of using technology and lack of self-efficacy in the use of technology. The total score ranges from a minimum of 15 to a maximum of 90 points. As the total score increases, it is assumed that the student's positive attitudes toward technology also increases.

  Data were collected at two different time points in the study: first after students agreed to participate in the study (week 2 of the course), and second at the end of the course (week 14).

Study Arms (2)

The course on technology use in nursing

EXPERIMENTAL

Students attended in the course technology use in nursing. The course consisted of 2 hours per week over 14 weeks. The course aims to provide students with an understanding of fundamental technological developments in nursing, highlighting the importance and impact of technology in nursing education and practice.Theoretical lessons were delivered by two nurse educators over 8 weeks through PowerPoint presentations and interactive discussions. For the remaining five weeks, students were given some assignments to increase their interaction with digital technological tools. Three assignments were planned for each of the students. In this context, microsoft teams, canva, microsoft powerpoint, kahoot, mentimeter, quizlet, ed-puzzle, capcut, mobile health applications, google classroom, discord and artificial intelligence applications were used for assignments.

Other: The course on technology use in nursing

Control

NO INTERVENTION

Students in the control group attended the 'Health Assessment' course, which is based on the Functional Health Patterns Model. Various assignments were given to students within the scope of this course. Students were divided into groups, prepared patient interview questions for each pattern, and conducted role-play interviews. Students did not use any digital tools within the scope of the course assignments.

Interventions

The course on technology use in nursing OTHER

Students attended in the course technology use in nursing. The course consisted of 2 hours per week over 14 weeks. The course aims to provide students with an understanding of fundamental technological developments in nursing, highlighting the importance and impact of technology in nursing education and practice.Theoretical lessons were delivered by two nurse educators over 8 weeks through PowerPoint presentations and interactive discussions. For the remaining five weeks, students were given some assignments to increase their interaction with digital technological tools. Three assignments were planned for each of the students. In this context, microsoft teams, canva, microsoft powerpoint, kahoot, mentimeter, quizlet, ed-puzzle, capcut, mobile health applications, google classroom, discord and artificial intelligence applications were used for assignments.

The course on technology use in nursing

Eligibility Criteria

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

You may qualify if:

• Voluntary participation in the study
• Enrollment in one of the elective courses: 'Technology use in nursing' or 'health assessment'
• Taking elective courses for the first time

You may not qualify if:

• Refusal to participate in the study at any stage of the research process
• Incomplete completion of the data collection forms

Sponsors & Collaborators

• Akdeniz University: lead

Study Sites (1)

Akdeniz University

Antalya, 07070, Turkey (Türkiye)

Location

MeSH Terms

Interventions

Nursing

Intervention Hierarchy (Ancestors)

Professional Practice; Organization and Administration; Health Services Administration

Study Officials

• FATMA Dursun Ergezen, PhD

  Akdeniz University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Masking Details: The statistician was masked in the study.
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Model Details: This was a quasi-experimental study employing a pretest-posttest design with a control group. The participants consisted of first-year nursing students enrolled in the spring semester of the 2023-2024 academic year at a nursing faculty in Türkiye. Students who attended the course on the technology use in nursing were included in the intervention group. The course on the technology use in nursing is an elective course. It consisted of 2 hours per week over 14 weeks. Students in the control group attended the 'Health Assessment' course, which is based on the Functional Health Patterns Model.

Study Record Dates

• First Submitted: January 14, 2025
• First Posted: January 24, 2025
• Study Start: March 1, 2024
• Primary Completion: May 30, 2024
• Study Completion: May 30, 2024
• Last Updated: January 24, 2025

Record last verified: 2025-01

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL

Locations

TU (1)