THE EFFECT OF DIGITAL STORYTELLING ON NURSING STUDENTS' NURSING PROCESS EDUCATION
2 other identifiers
interventional
104
1 country
1
Brief Summary
Study Type: Randomized Controlled Experimental Study Purpose: This study aims to evaluate the effects of digital storytelling-enhanced nursing process education on nursing students' knowledge, nursing process competency, and clinical reasoning skills. The nursing process, which includes assessment, diagnosis, planning, implementation, and evaluation, forms the foundation of evidence-based and holistic care. However, the literature indicates that nursing students often face difficulties in assessment, prioritization, and individualization of care interventions and frequently apply the process mechanically. The study addresses the following primary questions: Does digital storytelling improve nursing students' knowledge of the nursing process? Does digital storytelling enhance students' nursing process competency and clinical reasoning skills? Study Design and Comparison: Participants will be assigned to either the intervention or control group based on their Nursing Process knowledge scores. Groups will be stratified by gender and knowledge test scores using a stratified randomization method to ensure balanced distribution and group homogeneity. Researchers will compare outcomes between groups to evaluate the effectiveness of the educational approach. Participants' Key Activities: Participants must be first-time enrollees in the Fundamentals of Nursing I course, have completed all course content, and have voluntarily agreed to attend. Complete pre- and post-intervention assessments, including the Nursing Process Knowledge Test, Nursing Process Competency Scale, Clinical Reasoning Assessment Rubric, and Instructional Material Motivation Scales. Engage in follow-up evaluations immediately after the intervention and three months later to assess the retention and sustainability of learning outcomes. Additional Notes: Digital storytelling materials will be validated through expert review and pilot testing. The Clinical Reasoning Assessment Rubric will undergo Turkish-language validity and reliability evaluation. Findings are expected to provide evidence on the effectiveness of digital storytelling in nursing process education, support curriculum development at the undergraduate level, and guide the broader implementation of technology-enhanced, reflective learning approaches in nursing education.
Trial Health
Trial Health Score
Automated assessment based on enrollment pace, timeline, and geographic reach
participants targeted
Target at P50-P75 for not_applicable
Started Oct 2026
Shorter than P25 for not_applicable
1 active site
Health score is calculated from publicly available data and should be used for screening purposes only.
Trial Relationships
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Study Timeline
Key milestones and dates
First Submitted
Initial submission to the registry
March 8, 2026
CompletedFirst Posted
Study publicly available on registry
March 12, 2026
CompletedStudy Start
First participant enrolled
October 30, 2026
ExpectedPrimary Completion
Last participant's last visit for primary outcome
December 30, 2026
Study Completion
Last participant's last visit for all outcomes
January 30, 2027
March 25, 2026
March 1, 2026
2 months
March 8, 2026
March 22, 2026
Conditions
Keywords
Outcome Measures
Primary Outcomes (2)
Nursing Process Knowledge
Change in nursing students' knowledge of the nursing process measured using the Nursing Process Knowledge Test.The student knowledge test consists of 25 multiple-choice questions designed to assess knowledge related to the nursing process. Each correct answer is scored as 4 points and incorrect answers receive 0 points, resulting in a total possible score ranging from 0 to 100. Higher scores indicate a higher level of knowledge. It is expected that students who participate in the digital storytelling-based educational intervention will demonstrate an increase in knowledge scores compared with their baseline scores.
Baseline pre-intervention, immediately after the educational intervention, and 3 months after the intervention.
Nursing Process Competency Scale
The Nursing Process Competency Scale (NPCS) is a 24-item instrument comprising five subscales: Data Collection (items 1-4), Patient Problem/Nursing Diagnosis (items 5-9), Planning (items 10-14), Implementation (items 15-21), and Evaluation (items 22-24). Responses are recorded on a five-point Likert scale (1 = I do not trust myself at all, 2 = I do not trust myself, 3 = I feel I need more practice, 4 = I trust myself, 5 = I feel competent in this skill), with no cut-off points or reverse-scored items. Subscale scores are calculated by dividing the total score by the number of items, resulting in mean scores ranging from 1 to 5, where higher scores indicate greater competency in the nursing process.
Baseline pre-intervention, immediately after the educational intervention, and 3 months after the intervention.
Secondary Outcomes (1)
Clinical Reasoning Skills
Baseline pre-intervention, immediately after the educational intervention, and 3 months after the intervention.
Other Outcomes (1)
Instructional Material Motivation
Immediately after completion of the educational intervention.
Study Arms (1)
Digital Storytelling Based Nursing Process Education
EXPERIMENTALParticipants in the intervention group will receive nursing process education supported by digital storytelling within the Nursing Fundamentals I course. A digital story developed by the research team will present a single clinical scenario illustrating the stages of the nursing process, including assessment, diagnosis, planning, implementation, and evaluation. Students will watch the digital story and participate in guided discussions to analyze the presented clinical situation and apply the nursing process in a structured manner. The digital storytelling approach is intended to promote reflective learning, contextual understanding of the patient situation, and the development of clinical reasoning skills. Assessments will be conducted before the intervention, immediately after the educational sessions, and three months later to evaluate nursing process knowledge, competency, and clinical reasoning outcomes.
Interventions
Participants assigned to the intervention group will receive nursing process education supported by digital storytelling within the Nursing Fundamentals I course. A digital story developed by the research team will present a single clinical scenario illustrating the stages of the nursing process, including assessment, diagnosis, planning, implementation, and evaluation. Students will watch the digital story, participate in guided discussions, and analyze the presented scenario to apply the nursing process in a structured manner. This approach aims to promote reflective learning, contextual understanding of the patient situation, and the development of clinical reasoning skills. Educational activities will be conducted during scheduled course sessions as part of the nursing process training.
Participants in the control group will receive traditional nursing process education within the Nursing Fundamentals I course. Teaching will be conducted using a written clinical case representing the same patient situation used in the intervention group. Students will analyze the case and apply the steps of the nursing process, including assessment, diagnosis, planning, implementation, and evaluation, through instructor-led explanations and classroom discussion. This approach reflects the conventional educational method used in the course. Outcome assessments will be conducted at the same time points as the intervention group, including before the intervention, immediately after the educational sessions, and three months later, in order to evaluate nursing process knowledge, competency, and clinical reasoning skills.
Eligibility Criteria
You may qualify if:
- Undergraduate nursing students enrolled in the Nursing Fundamentals I course for the first time
- Students who attend and complete all educational activities related to the course
- Students who voluntarily agree to participate in the study
You may not qualify if:
- Graduates of a health vocational high school
- Students who report prior knowledge or formal education related to the nursing process
- Students who are currently employed in any healthcare institution
Contact the study team to confirm eligibility.
Sponsors & Collaborators
Study Sites (1)
Sakarya University
Sakarya, 54100, Turkey (Türkiye)
MeSH Terms
Interventions
Intervention Hierarchy (Ancestors)
Central Study Contacts
Study Design
- Study Type
- interventional
- Phase
- not applicable
- Allocation
- NA
- Masking
- NONE
- Purpose
- BASIC SCIENCE
- Intervention Model
- SINGLE GROUP
- Sponsor Type
- OTHER
- Responsible Party
- SPONSOR
Study Record Dates
First Submitted
March 8, 2026
First Posted
March 12, 2026
Study Start (Estimated)
October 30, 2026
Primary Completion (Estimated)
December 30, 2026
Study Completion (Estimated)
January 30, 2027
Last Updated
March 25, 2026
Record last verified: 2026-03