Teaching Diabetes Management Using Two Different Methods

NCT07566000 | Completed

• 2 other identifiers: AU-689NU689
• Study Type: interventional
• Target: 88
• Locations: 1 country
• Sites: 1

Brief Summary

It is essential to evaluate teaching methods and include comprehensive teaching components for optimal educational outcomes. Accordingly, this study will evaluate the effect of teaching diabetes management to nursing students using two different methods.

Conditions

Diabetes Management

Outcome Measures

Primary Outcomes (3)

• Diabetes Knowledge Test

  The knowledge test will consist of 20 questions on the physiology, signs, and treatment of septic shock. The questions in the knowledge test will be sent to 5 experts for review, and content validity will be established.

  4 week

• Critical Thinking Tendency Scale

  The "Critical Thinking Tendency Scale" was developed in 2012 by Karalı and Battal to measure critical thinking tendencies. The CTTS is a five-point Likert-type scale consisting of 21 items. The scale has two sub-dimensions: "Skills Dimension" and "Values Dimension". The Cronbach's alpha internal consistency reliability coefficient of the scale was found to be 0.91 (Karalı and Battal, 2012). The highest possible score on the "Skills" subscale of the "Critical Thinking Tendency Scale" is 60, and the lowest is 12. The highest possible score on the "Values" subscale is 45, and the lowest is 9. The Cronbach's alpha internal consistency reliability coefficient of the scale was found to be 0.91.

  4 week

• Self-Efficacy Scale

  The scale is unidimensional and consists of 10 positive items, therefore it does not contain reverse-coded items. Each item is given a score between 1 and 4, in equal intervals. A higher score indicates higher self-efficacy. The Cronbach's alpha internal consistency reliability coefficient of the scale adapted into Turkish and whose validity and reliability analyses were performed by Yurtçiçek Eren and Başgöl was found to be 0.81.

  4 week

Study Arms (3)

jigsaw

EXPERIMENTAL

Students in the jigsaw group will be divided into 5 groups of six. Then, the topic content will be divided into five outlines (diabetes classification/symptoms and signs, diabetes treatment (nutrition and exercise), diabetes treatment (insulin and oral antidiabetics), acute and chronic complications of diabetes, patient education in diabetes), and each member of each jigsaw group will be assigned to a specific outline. Students will be asked to study all the material by looking more closely at the given topic. Then, all students assigned to the same outline in the 5 jigsaw groups will be gathered in a group called the "expert group." In this expert group, each student will be asked to share and discuss the information they have gained regarding the specific outline with the other students.

Other: jigsaw

case based

EXPERIMENTAL

The researcher will provide the students with 5 examples, and five case studies will be conducted with the students in the case-based learning group (cases will include information such as the patient's detailed history, medical diagnosis, a brief summary of the disease, and the medications the patient is using). The case studies used will contain the basic details of diabetes. Necessary background information will be provided, and discussion questions will be determined.

Other: case based

control

NO INTERVENTION

Control group: Students in the control group will not be given the simulation exercise; they will only fill out data collection forms during two designated time periods.

Interventions

jigsaw OTHER

Students in the jigsaw group will be divided into 5 groups of six. Then, the topic content will be divided into five outlines (diabetes classification/symptoms and signs, diabetes treatment (nutrition and exercise), diabetes treatment (insulin and oral antidiabetics), acute and chronic complications of diabetes, patient education in diabetes), and each member of each jigsaw group will be assigned to a specific outline. Students will be asked to study all the material by looking more closely at the given topic. Then, all students assigned to the same outline in the 5 jigsaw groups will be gathered in a group called the "expert group." In this expert group, each student will be asked to share and discuss the information they have gained regarding the specific outline with the other students.

jigsaw

case based OTHER

The researcher will provide the students with 5 examples, and five case studies will be conducted with the students in the case-based learning group (cases will include information such as the patient's detailed history, medical diagnosis, a brief summary of the disease, and the medications the patient is using). The case studies used will contain the basic details of diabetes. Necessary background information will be provided, and discussion questions will be determined.

case based

Eligibility Criteria

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

You may qualify if:

• Students enrolled in the Internal Medicine Nursing course during the 2023-2024 academic year,
• Students who attended the "diabetes management" theoretical course in Internal Medicine Nursing,
• Students who agreed to participate in the study.

You may not qualify if:

• Students who did not participate in the theoretical and jigsaw/case-based learning application phases of the study,
• Students who did not give their consent to participate in the study.

Sponsors & Collaborators

• Amasya University: lead

Study Sites (1)

AmasyaU

Amasya, Turkey (Türkiye)

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: The study includes three groups: a jigsaw group, a case-based learning group, and a control group.

Study Record Dates

• First Submitted: April 24, 2026
• First Posted: May 4, 2026
• Study Start: October 15, 2025
• Primary Completion: December 15, 2025
• Study Completion: January 16, 2026
• Last Updated: May 4, 2026

Record last verified: 2026-04

Locations

TU (1)