Web 2.0 Education for Dose Calculation: An RCT

NCT07711704 | Completed

• 1 other identifier: 1234567
• Study Type: interventional
• Target: 96
• Locations: 1 country
• Sites: 1

Brief Summary

This randomized controlled trial aims to examine the effect of Web 2.0-supported education on first-year nursing students' medication dose calculation knowledge, skills, perceived learning, and instructional material motivation. Safe medication administration is a core quality indicator of nursing care, and dose calculation errors remain a significant threat to patient safety. Nursing students frequently experience difficulties in understanding basic concepts, converting units, and performing accurate calculations. In this study, students enrolled in the Fundamentals of Nursing course at a university in Istanbul, Türkiye, were randomly assigned to either an intervention group or a control group. The intervention group received medication dose calculation education supported by interactive Web 2.0 tools (Canva, Quizizz, Miro, Wordwall, and Socrative), while the control group received the same curriculum content through traditional lecture-based instruction. Both groups also received hands-on medication preparation skills training in the professional skills laboratory. The primary outcomes are medication dose calculation knowledge and skill levels; secondary outcomes are perceived learning and instructional material motivation. The investigators hypothesize that students receiving Web 2.0-supported education will achieve higher scores on all outcomes compared with students receiving traditional education.

Conditions

Education, Nursing; Medication Errors; Student Nursing; Web Based Education

Keywords

Nursing education; drug dose calculation; learning outcomes; Web 2.0 supported education

Outcome Measures

Primary Outcomes (4)

• Medication Dose Calculation Knowledge Level

  Knowledge was measured with a 10-item scenario-based multiple-choice knowledge test developed by the researchers (content validity index: 0.96; Kuder-Richardson 20 coefficient: 0.68). Knowledge level was evaluated based on the mean number of correct answers. Higher scores indicate better knowledge.

  Immediately after the completion of the education intervention (posttest only)

• Medication Dose Calculation Skill Level

  Skill was assessed in the professional skills laboratory using two three-stage evaluation forms (tablet and ampoule/vial) developed by the researchers (content validity indexes: 0.96 and 0.95; Cronbach's alpha: 0.72). Scores were standardized on a 0-100 scale. Students calculated the dose according to a randomly selected case scenario, prepared the medication, and labeled it; performance was rated by education and development nurses. Higher scores indicate better skill performance.

  Immediately after the completion of the education intervention (posttest only)

• Perceived Learning Level

  Measured with the 9-item Perceived Learning Scale, consisting of cognitive, affective, and psychomotor subdimensions. Items are rated on a 7-point scale (1: Definitely false, 7: Definitely true); total scores range from 9 to 63, with higher scores indicating higher perceived learning (Cronbach's alpha in this study: 0.76).

  Immediately after the completion of the education intervention (posttest only)

• Instructional Material Motivation Level

  Measured with the 14-item unidimensional Instructional Material Motivation Scale. Items are rated on a 5-point scale (1: Strongly disagree, 5: Completely agree); total scores range from 14 to 70, with higher scores indicating more positive motivation (Cronbach's alpha in this study: 0.92).

  Immediately after the completion of the education intervention (posttest only)

Study Arms (2)

Web 2.0-Supported Education Group

EXPERIMENTAL

Participants received a two-hour medication dose calculation education delivered through Web 2.0 tools (Canva, Quizizz, Miro, Wordwall, Socrative), followed by one hour of medication preparation skills training in the professional skills laboratory based on the "10 rights" of medication administration.

Behavioral: Web 2.0-Supported Education

Traditional Education Group

ACTIVE COMPARATOR

Participants received a two-hour medication dose calculation education with identical curriculum content delivered through traditional lecture-based instruction, followed by one hour of medication preparation skills training in the professional skills laboratory based on the "10 rights" of medication administration.

Behavioral: Traditional Lecture-Based Education

Interventions

Web 2.0-Supported Education BEHAVIORAL

Participants received a two-hour medication dose calculation education delivered through five Web 2.0 tools (Canva, Quizizz, Miro, Wordwall, and Socrative), structured across pre-education, in-education, and post-education phases. Before the session, students received a 15-20 minute orientation to the Web 2.0 tools, a digital education brochure prepared with Canva, and a quiz-format assignment created on Quizizz. Theoretical instruction was delivered through Miro, an interactive shared-board concept-mapping tool. Following the instruction, three educational games of progressively increasing difficulty were implemented via Wordwall. Students then received one hour of medication preparation skills training in the professional skills laboratory based on the "10 rights" of medication administration. The posttest knowledge assessment was administered via Socrative.

Web 2.0-Supported Education Group

Traditional Lecture-Based Education BEHAVIORAL

Participants received a two-hour medication dose calculation education with identical curriculum content delivered through traditional lecture-based instruction, preceded by a paper-based preparatory assignment. The content covered the concept of medication dose, the importance of dose calculation for patient safety, the nurse's role and responsibilities, unit conversions, ratio-proportion, dose amount calculation, drop-rate calculation, weight-based dosing, dose calculations for different drug forms, and dry powder volume calculation. Students then received one hour of medication preparation skills training in the professional skills laboratory based on the "10 rights" of medication administration.

Traditional Education Group

Eligibility Criteria

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

You may qualify if:

• Being a first-year nursing student admitted through the national university entrance examination
• Being enrolled in the Fundamentals of Nursing course
• Having no prior experience with Web 2.0-supported education
• Being an active smartphone user

You may not qualify if:

• Failure to attend all stages of the study

Sponsors & Collaborators

• Istanbul Medipol University Hospital: lead

Study Sites (1)

Istanbul Medipol University

Beykoz, Istanbul, 34760, 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: Assistant Professor

Study Record Dates

• First Submitted: July 14, 2026
• First Posted: July 17, 2026
• Study Start: February 24, 2025
• Primary Completion: April 21, 2025
• Study Completion: April 21, 2025
• Last Updated: July 17, 2026

Record last verified: 2026-07

Locations

TU (1)