Ignite Creation Date:
2024-10-26 @ 3:37 PM
Last Modification Date:
2024-10-26 @ 3:37 PM
Study NCT ID:
NCT06548659
Status:
COMPLETED
Last Update Posted:
None
First Post:
2024-07-17
Brief Title:
The Effect of Screen-Based Simulation Training on Self-Efficacy and Self-Confidence in Learning
Sponsor:
None
Organization:
None
Study Overview
Official Title:
The Effect Of Screen-Based Sımulatıon Traınıng On Self-Effıcacy In Pedıatrıc Drug Applıcatıons And Self-Confıdence In Learnıng Among Nursıng Students
Status:
COMPLETED
Status Verified Date:
2024-08
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
No
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
This study was conducted to evaluate the effect of screen-based simulation training on nursing students self-efficacy in pediatric medication administration and self-confidence in learning
H1o Screen-based simulation training has no effect on nursing students self-efficacy in pediatric medication administration
H1₁ Education provided with screen-based simulation has an effect on nursing students self-efficacy in pediatric medication administration
H2o Education provided with screen-based simulation has no effect on student satisfaction
H2₁ Education provided with screen-based simulation has an effect on student satisfaction
H3o Education provided with screen-based simulation has no effect on nursing students self-confidence in learning
H3₁ Education provided with screen-based simulation has an effect on nursing students self-confidence in learning
The lesson was taught to the intervention group using the traditional method The control group was trained with a screen-based simulation Self-efficacy and self-confidence in learning results were compared
H1o Screen-based simulation training has no effect on nursing students self-efficacy in pediatric medication administration
H1₁ Education provided with screen-based simulation has an effect on nursing students self-efficacy in pediatric medication administration
H2o Education provided with screen-based simulation has no effect on student satisfaction
H2₁ Education provided with screen-based simulation has an effect on student satisfaction
H3o Education provided with screen-based simulation has no effect on nursing students self-confidence in learning
H3₁ Education provided with screen-based simulation has an effect on nursing students self-confidence in learning
The lesson was taught to the intervention group using the traditional method The control group was trained with a screen-based simulation Self-efficacy and self-confidence in learning results were compared
Detailed Description:
This study is an experimental randomized controlled trial conducted to evaluate the effects of screen-based simulation training on nursing students self-efficacy in pediatric drug administration and their self-confidence in learning
The population of the study consists of nursing students studying at Balıkesir University Faculty of Health Sciences in the 2023-2024 academic year There are a total of 206 nursing students in the 2nd and 3rd grades No sample selection was made in the study and an attempt was made to reach the population The study groups were prepared in accordance with the exclusion and inclusion criteria Two groups were determined as intervention and control groups The assignment of nursing students to the groups was made by a statistician other than the researcher with a computer-based randomization program in order to prevent bias httpswwwrandomizerorg
The participants were informed about which group they were in as a result of the randomization and were given an appointment to come to the computer laboratory on the specified date and time Since the researcher managed the study process researcher blinding could not be performed The screen-based simulation application of the 10-person subgroups in the intervention group was attempted to be completed as soon as possible within the scope of the computer laboratory appointment and class hours and interaction between the groups was attempted to be prevented
A blind technique was used for the expert who would perform the statistical analysis of the study The data were tabulated as Group A and B without using the terms intervention and control group The statistical analysis of the data was performed by a statistician other than the person who performed the randomization The hypotheses of the study were kept confidential in order to prevent the detection bias and risk of bias of the statistician Thus internal validity was ensured with the randomization and blinding technique
The study protocol and reporting of the study were created based on the Consolidated Standards of Reporting Trials CONSORT which was specially prepared for randomized controlled studies Among the 206 people who made up the study group 8 people who did not attend the theoretical lecture given with the traditional method in the 2nd application step of the study were not included in the study An intervention and control group were formed from 198 people There was no person who left the study later or did not want to participate in the study
The data of the study conducted according to the pre-test-post-test design were collected using the Sociodemographic Characteristics Form Student Satisfaction and Self-Confidence in Learning Scale Used in Simulation Education and Childrens Medication Self-Efficacy Scale for Nursing Students
The sociodemographic characteristics form was prepared by the researcher in line with the literature to be applied to the students participating in the study It consists of a total of 16 items
It includes questions regarding the demographic information of the students such as gender age marital status high school graduation and employment status
Student Satisfaction and Self-Confidence in Learning Scale Used in Simulation Education The validity and reliability of the Turkish form of the Student Satisfaction and Self-Confidence in Learning Scale published by the National Nursing Association NLN was conducted by Karaçay and Kaya in 2017 Permission was received from Karaçay and Kaya via e-mail for the use of the scale The scale consists of two sub-dimensions
These sub-dimensions are
Satisfaction in learning
Self-confidence The scale is a 5-point Likert type and consists of 13 items in total The 13th item in the scale is reverse coded The answer options are 5 Strongly agree 4 Agree 3 Undecided Neither agree nor disagree 2 Disagree 1 Strongly disagree Participants are expected to mark the number that best expresses them for each item The score obtained is obtained by summing the numbers given to the items of the scale The highest total score that can be obtained from the scale is 65 the lowest score is 13
A high score that can be obtained from the total of the scale indicates high satisfaction and self-confidence The internal consistency coefficient of the scale was found to be 094
Self-Efficacy Scale for Nursing Students in Medication Administration in Children
This measurement tool evaluates the self-efficacy of nursing students in preparing and administering medications for pediatric patients The scale was developed by Bektaş et al in 2021 and consists of 16 items and two sub-dimensions Permission was obtained from Bektaş et al via e-mail for the use of the scale
These sub-dimensions are designed as
Medication preparation sub-dimension for children items for calculating and obtaining medication dose
Medication administration sub-dimension items for administering the obtained medication
The expressions of the numbers on the 5-point Likert-type scale are 1Absolutely inadequate 2Somewhat adequate 3Partially adequate 4 Adequate 5Absolutely adequate The lowest score obtained from the scale is 16 and the highest score is 80 The scale has no cut-off point and as the score increases the students self-efficacy in pediatric medication administration increases
There is no reverse scored item in the scale Cronbach alpha coefficient was determined as 094 for the entire scale 091 for the drug preparation sub-dimension and 087 for the drug administration sub-dimension
All data were recorded and analyzed on the computer using the SPSS statistical package for social sciences for Windows 22 program In the analysis of the data the assumptions that needed to be met were first tested to decide which tests parametricnonparametric tests would be applied Kolmogorov-Smirnov and the kurtosis and skewness values which are other assumptions of normal distribution were used to decide on the normality of the distribution
Mixed design dependent variance analysis was used to examine the difference between dependent variables and the effect of factors on this difference T-test was applied in dependent groups to determine pre- and post-test score differences and t-test was applied in independent groups to determine score differences between groups
A significance level of 005 was accepted as the criterion in interpreting whether the obtained values were significant or not
The population of the study consists of nursing students studying at Balıkesir University Faculty of Health Sciences in the 2023-2024 academic year There are a total of 206 nursing students in the 2nd and 3rd grades No sample selection was made in the study and an attempt was made to reach the population The study groups were prepared in accordance with the exclusion and inclusion criteria Two groups were determined as intervention and control groups The assignment of nursing students to the groups was made by a statistician other than the researcher with a computer-based randomization program in order to prevent bias httpswwwrandomizerorg
The participants were informed about which group they were in as a result of the randomization and were given an appointment to come to the computer laboratory on the specified date and time Since the researcher managed the study process researcher blinding could not be performed The screen-based simulation application of the 10-person subgroups in the intervention group was attempted to be completed as soon as possible within the scope of the computer laboratory appointment and class hours and interaction between the groups was attempted to be prevented
A blind technique was used for the expert who would perform the statistical analysis of the study The data were tabulated as Group A and B without using the terms intervention and control group The statistical analysis of the data was performed by a statistician other than the person who performed the randomization The hypotheses of the study were kept confidential in order to prevent the detection bias and risk of bias of the statistician Thus internal validity was ensured with the randomization and blinding technique
The study protocol and reporting of the study were created based on the Consolidated Standards of Reporting Trials CONSORT which was specially prepared for randomized controlled studies Among the 206 people who made up the study group 8 people who did not attend the theoretical lecture given with the traditional method in the 2nd application step of the study were not included in the study An intervention and control group were formed from 198 people There was no person who left the study later or did not want to participate in the study
The data of the study conducted according to the pre-test-post-test design were collected using the Sociodemographic Characteristics Form Student Satisfaction and Self-Confidence in Learning Scale Used in Simulation Education and Childrens Medication Self-Efficacy Scale for Nursing Students
The sociodemographic characteristics form was prepared by the researcher in line with the literature to be applied to the students participating in the study It consists of a total of 16 items
It includes questions regarding the demographic information of the students such as gender age marital status high school graduation and employment status
Student Satisfaction and Self-Confidence in Learning Scale Used in Simulation Education The validity and reliability of the Turkish form of the Student Satisfaction and Self-Confidence in Learning Scale published by the National Nursing Association NLN was conducted by Karaçay and Kaya in 2017 Permission was received from Karaçay and Kaya via e-mail for the use of the scale The scale consists of two sub-dimensions
These sub-dimensions are
Satisfaction in learning
Self-confidence The scale is a 5-point Likert type and consists of 13 items in total The 13th item in the scale is reverse coded The answer options are 5 Strongly agree 4 Agree 3 Undecided Neither agree nor disagree 2 Disagree 1 Strongly disagree Participants are expected to mark the number that best expresses them for each item The score obtained is obtained by summing the numbers given to the items of the scale The highest total score that can be obtained from the scale is 65 the lowest score is 13
A high score that can be obtained from the total of the scale indicates high satisfaction and self-confidence The internal consistency coefficient of the scale was found to be 094
Self-Efficacy Scale for Nursing Students in Medication Administration in Children
This measurement tool evaluates the self-efficacy of nursing students in preparing and administering medications for pediatric patients The scale was developed by Bektaş et al in 2021 and consists of 16 items and two sub-dimensions Permission was obtained from Bektaş et al via e-mail for the use of the scale
These sub-dimensions are designed as
Medication preparation sub-dimension for children items for calculating and obtaining medication dose
Medication administration sub-dimension items for administering the obtained medication
The expressions of the numbers on the 5-point Likert-type scale are 1Absolutely inadequate 2Somewhat adequate 3Partially adequate 4 Adequate 5Absolutely adequate The lowest score obtained from the scale is 16 and the highest score is 80 The scale has no cut-off point and as the score increases the students self-efficacy in pediatric medication administration increases
There is no reverse scored item in the scale Cronbach alpha coefficient was determined as 094 for the entire scale 091 for the drug preparation sub-dimension and 087 for the drug administration sub-dimension
All data were recorded and analyzed on the computer using the SPSS statistical package for social sciences for Windows 22 program In the analysis of the data the assumptions that needed to be met were first tested to decide which tests parametricnonparametric tests would be applied Kolmogorov-Smirnov and the kurtosis and skewness values which are other assumptions of normal distribution were used to decide on the normality of the distribution
Mixed design dependent variance analysis was used to examine the difference between dependent variables and the effect of factors on this difference T-test was applied in dependent groups to determine pre- and post-test score differences and t-test was applied in independent groups to determine score differences between groups
A significance level of 005 was accepted as the criterion in interpreting whether the obtained values were significant or not
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None