Concept Map-Based Reflective Learning in Peripheral IV Catheterization

NCT07674849 | Completed

• 1 other identifier: ATAUNI-2023-001
• Study Type: interventional
• Target: 66
• Locations: 1 country
• Sites: 1

Brief Summary

Background: Traditional teaching methods in nursing education may not effectively integrate theory and practice. Concept map-based reflective learning may support meaningful learning and critical thinking. Methods: This randomized controlled pretest-posttest study was conducted between May and July 2024 with 66 first-year nursing students (experimental = 33; control = 33). Both groups received standard instruction, while the experimental group additionally participated in concept map-based reflective learning. Data were collected using a demographic form and knowledge tests administered before and after the intervention.

Conditions

Nursing Education

Keywords

concept map; reflective learning

Outcome Measures

Primary Outcomes (1)

• Knowledge Score on Peripheral Venous Catheterization

  Peripheral Venous Catheter Achievement Test 1 and Peripheral Venous Catheter Achievement Test 2: These researcher-developed achievement tests were created based on the content of Fundamentals of Nursing textbooks (Berman et al., 2015; Potter et al., 2021) to assess nursing students' knowledge of peripheral venous catheterization. Each test consisted of 25 multiple-choice questions. Each correct response was scored as 4 points and each incorrect response as 0 points, resulting in a total score ranging from 0 to 100, with higher scores indicating greater knowledge of peripheral venous catheterization. Achievement Test 1 was used as the pre-test, and Achievement Test 2 was used as the post-test.

  1 week after intervention

Study Arms (2)

Concept Map-Based Reflective Learning

EXPERIMENTAL

Participants received concept map-based reflective learning in addition to standard instruction.

Behavioral: Concept Map-Based Reflective Learning

Standard Nursing Education

NO INTERVENTION

Participants received standard instruction only.

Interventions

Concept Map-Based Reflective Learning BEHAVIORAL

Students received concept map-based reflective learning training using the Canva application in addition to standard nursing education on peripheral venous catheterization. Students developed and submitted concept maps addressing indications, complications, and key considerations of peripheral intravenous catheter application.

Concept Map-Based Reflective Learning

Eligibility Criteria

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

You may qualify if:

• Being over 18 years old
• Being a first-year student
• Taking the Nursing Principles course for the first time
• Not being absent on the dates when the research data will be collected

You may not qualify if:

• Horizontal/vertical transfer students
• Students graduating from Health Vocational High School
• Intervention group students who did not carry out reflective practice based on the concept map

Sponsors & Collaborators

• Ataturk University: lead

Study Sites (1)

Atatürk University Faculty of Nursing

Erzurum, 25240, Turkey (Türkiye)

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Model Details: Participants were randomly assigned to one of two parallel groups: a concept map-based reflective learning group or a standard instruction group.

Study Record Dates

• First Submitted: June 23, 2026
• First Posted: June 30, 2026
• Study Start: May 29, 2024
• Primary Completion: July 20, 2024
• Study Completion: July 30, 2024
• Last Updated: June 30, 2026

Record last verified: 2026-06

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)