Three Teaching Strategies in Nursing Education: Effects on Learning and Knowledge Retention

NCT07598500 | Not Yet Recruiting

• 1 other identifier: 23.02.2026- 02/77
• Study Type: interventional
• Target: 90
• Locations: 1 country
• Sites: 1

Brief Summary

The goal of this clinical trial is to learn whether three different instructional strategies improve learning outcomes and knowledge retention in nursing students receiving education on peritoneal dialysis catheter care. The main questions it aims to answer are: Does Pecha Kucha-based education improve students' knowledge of peritoneal dialysis catheter care compared with concept map-based education and traditional education? Do the three instructional strategies differ in terms of knowledge retention, learning satisfaction, learning experience, and perceived cognitive load? Researchers will compare Pecha Kucha-based education, concept map-based education, and traditional education to see which instructional strategy is more effective in improving students' knowledge, supporting knowledge retention, and providing a positive learning experience. Participants will: Complete a pre-test before the education. Receive one of three educational interventions on peritoneal dialysis catheter care: Pecha Kucha-based education, concept map-based education, or traditional education. Complete a post-test after the education. Complete forms evaluating learning satisfaction, learning experience, and perceived cognitive load. Complete a follow-up knowledge test to assess knowledge retention.

Conditions

Nursing Education; Peritoneal Dialysis Catheter Care; Knowledge Retention; Instructional Strategies

Keywords

Nursing education; Peritoneal dialysis catheter care; Pecha Kucha; Educational intervention; Concept map

Outcome Measures

Primary Outcomes (1)

• Knowledge Level on Peritoneal Dialysis Catheter Care

  Students' knowledge level regarding peritoneal dialysis catheter care will be assessed using a researcher-developed multiple-choice knowledge test. The test includes 15 questions related to catheter exit-site care, hand hygiene, aseptic technique, dressing care, infection signs, catheter protection, risky practices, and situations requiring healthcare referral. Scores range from 0 to 15, with higher scores indicating better knowledge related to peritoneal dialysis catheter care.

  Baseline, immediately after the educational intervention, and 4 weeks after the educational intervention

Secondary Outcomes (3)

• Knowledge Retention on Peritoneal Dialysis Catheter Care

  Immediately after the educational intervention and 4 weeks after the educational intervention

• Learning Satisfaction and Learning Experience

  Immediately after the educational intervention

• Perceived Cognitive Load

  Immediately after the educational intervention

Study Arms (3)

Arm 1: Pecha Kucha-Based Education

EXPERIMENTAL

Participants in this arm will receive standardized education on peritoneal dialysis catheter care using a Pecha Kucha-based instructional strategy. The education will be delivered as a time-controlled visual micro-presentation consisting of 20 slides, with each slide presented for 20 seconds. The content will focus on peritoneal dialysis catheter function, catheter exit-site care, infection prevention, hand hygiene, aseptic technique, dressing care, catheter protection, complications, risky practices, and situations requiring healthcare referral.

Behavioral: Pecha Kucha-Based Education

Arm 2: Concept Map-Based Education

EXPERIMENTAL

Participants in this arm will receive standardized education on peritoneal dialysis catheter care using a structured concept map-based instructional strategy. The education will present the same core content as the other groups, but the information will be organized through a concept map showing the relationships among key concepts such as catheter care, exit-site observation, infection prevention, aseptic technique, dressing care, complications, and patient safety.

Behavioral: Concept Map-Based Education

Arm 3: Traditional Education

EXPERIMENTAL

Participants in this arm will receive standardized education on peritoneal dialysis catheter care using a traditional instructional strategy. The education will be delivered through a standard teacher-centered presentation and verbal explanation. The content will be the same as in the other groups and will include catheter function, exit-site care, hand hygiene, aseptic technique, dressing care, catheter protection, infection signs, complications, risky practices, and situations requiring healthcare referral.

Behavioral: Traditional Education

Interventions

Pecha Kucha-Based Education BEHAVIORAL

Participants assigned to this group will receive standardized education on peritoneal dialysis catheter care using a Pecha Kucha-based instructional strategy. The session will include a structured, time-controlled visual presentation consisting of 20 slides, with each slide presented for 20 seconds, followed by a brief summary. The content will cover catheter function, exit-site care, hand hygiene, aseptic technique, dressing care, catheter protection, infection signs, complications, risky practices, and situations requiring healthcare referral.

Arm 1: Pecha Kucha-Based Education

Concept Map-Based Education BEHAVIORAL

Participants assigned to this group will receive standardized education on peritoneal dialysis catheter care using a structured concept map-based instructional strategy. The same educational content will be presented through a concept map that visually organizes the relationships among key concepts, including catheter care, exit-site observation, infection prevention, aseptic technique, dressing care, catheter protection, complications, risky practices, and patient safety.

Arm 2: Concept Map-Based Education

Traditional Education BEHAVIORAL

Participants assigned to this group will receive standardized education on peritoneal dialysis catheter care using a traditional teacher-centered instructional strategy. The same educational content will be delivered through a standard presentation and verbal explanation. The content will include catheter function, exit-site care, hand hygiene, aseptic technique, dressing care, catheter protection, infection signs, complications, risky practices, and situations requiring healthcare referral.

Arm 3: Traditional Education

Eligibility Criteria

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

You may qualify if:

• Being a second- or third-year undergraduate nursing student.
• Being enrolled in the relevant nursing course during the study period.
• Being scheduled to participate in the educational intervention on peritoneal dialysis catheter care.
• Voluntarily agreeing to participate in the study.
• Providing informed consent.
• Being able to complete the pre-test, immediate post-test, and 4-week follow-up assessments.

You may not qualify if:

• Not providing informed consent.
• Not attending the educational intervention.
• Being unable to complete the study assessment forms.
• Participating in another educational activity or training program specifically related to peritoneal dialysis catheter care during the study period.

Sponsors & Collaborators

• Atlas University: lead

Study Sites (1)

Istanbul Atlas University

Istanbul, Istanbul, 34390, Turkey (Türkiye)

Location

Related Publications (4)

• Yildiz Celik H, Ugur E. Turkish validity and reliability study of the simulation self-report cognitive load measurement tool 2.0. BMC Med Educ. 2025 Jul 1;25(1):919. doi: 10.1186/s12909-025-07504-0.

  PMID: 40597134 BACKGROUND

• White A, Louis K. Pecha Kucha: An Innovative Pedagogy to Cultivate Cultural Competency in 21 st Century Nursing Students. Nurse Educ. 2023 May-Jun 01;48(3):168-169. doi: 10.1097/NNE.0000000000001321. Epub 2022 Nov 16. No abstract available.

  PMID: 36730604 BACKGROUND

• Cevheroglu S, Firat Kilic H, Budak V. The effect of the PechaKucha presentation method on nursing students' deep breathing and coughing exercise skills and their satisfaction with the educational method: a randomized controlled trial. BMC Med Educ. 2025 Dec 2;25(1):1667. doi: 10.1186/s12909-025-08258-5.

  PMID: 41331646 BACKGROUND

• Chow KM, Li PK, Cho Y, Abu-Alfa A, Bavanandan S, Brown EA, Cullis B, Edwards D, Ethier I, Hurst H, Ito Y, de Moraes TP, Morelle J, Runnegar N, Saxena A, So SW, Tian N, Johnson DW. ISPD Catheter-related Infection Recommendations: 2023 Update. Perit Dial Int. 2023 May;43(3):201-219. doi: 10.1177/08968608231172740. Epub 2023 May 26.

  PMID: 37232412 BACKGROUND

Central Study Contacts

Zehra AYDIN, PhD

CONTACT

+905447141911; zehra.aydin@atlas.edu.tr

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Model Details: This study uses a three-arm parallel randomized controlled design. Eligible nursing students will be randomly assigned to one of three intervention groups: Pecha Kucha-based education, concept map-based education, or traditional education. Each participant will receive only one instructional strategy. All groups will receive the same standardized educational content on peritoneal dialysis catheter care, and outcomes will be compared between the three groups.

Study Record Dates

• First Submitted: May 8, 2026
• First Posted: May 20, 2026
• Study Start (Estimated): May 25, 2026
• Primary Completion (Estimated): June 30, 2026
• Study Completion (Estimated): August 30, 2026
• Last Updated: May 20, 2026

Record last verified: 2026-05

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)