The effect of self-directed learning via a smartphone application and small-group teaching on nursing students’ learning of pressure injury assessment: A randomized controlled study

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Detalles Bibliográficos
Publicado en:	Nurse Education in Practice vol. 85 (May 2025), p. 104336
Autor principal:	AYDOGAN, Sinan
Otros Autores:	CALISKAN, Nurcan
Publicado:	Elsevier Limited
Materias:	Turkey Collaboration Teaching methods Smartphones Health problems Workloads Medical education Simulation Active learning College students Knowledge Professionals Nursing skills Problem based learning Independent study Higher education Nursing education Morbidity Adult students Control groups Health care expenditures Adult learning Medical personnel Evaluation Nursing Clinical trials Nurses Role playing Quality of life Length of stay Test scores Selfdirected learning Injuries Groups Self evaluation Patients Learning Self instruction Training Teaching Skills Health services Software Learning outcomes Scores Hospitals Learning Motivation Group Instruction Cooperative Learning Adult Basic Education Educational Assessment Educational Environment Educational Strategies Brainstorming Experimental Groups Addition Learning Strategies Educational Methods Learning Processes Learning Theories Communication Skills Learning Readiness Andragogy Lifelong Learning
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Descripción
Resumen:	Background Pressure injuries (PI) are a common health problem that reduces patients' quality of life, increases morbidity and mortality and contributes to healthcare costs. Although PI assessment is an essential skill for prevention and correct management, adequate training is not provided in nursing education. Objectives To compare the effects of three parallel PI assessment training methods—self-directed learning via a smartphone application (SDL_SA), small group teaching (SGT) and the control group—on the knowledge and skills of nursing students. Design A three-arm, parallel group randomized controlled trial was conducted. The trial was registered on ClinicalTrials.gov (ID: NCT05354687). Methods The study was conducted at a public university in Türkiye with fourth-year undergraduate nursing students (n = 93). Students were randomly assigned to one of three groups (SDL_SA group, SGT group and control group). While the control group received the existing training, the SDL_SA and SGT groups received a two-stage training program. The Pressure Injury Assessment Knowledge Test, the Education Evaluation Form and the Pressure Injury Assessment Skill Test were administered before and after training. Results The post-test scores of the SGT and SDL_SA groups for knowledge and total skills were significantly higher than the pre-test scores (p < 0.05). On the post-skill test, both the SGT and SDL_SA groups scored significantly higher than the control group on overall score (F=36.429, p < 0.001). Conclusions SDL_SA and SGT can provide a comprehensive learning experience in the acquisition of nursing skills. It is recommended that further research is conducted on SDL_SA and SGT in different subjects and larger populations.
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2025.104336
Fuente:	Sociology Database