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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| Vydáno v: | Nurse Education in Practice vol. 85 (May 2025), p. 104336 |
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Elsevier Limited
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MARC
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| 003 | UK-CbPIL | ||
| 022 | |a 1471-5953 | ||
| 022 | |a 1873-5223 | ||
| 024 | 7 | |a 10.1016/j.nepr.2025.104336 |2 doi | |
| 035 | |a 3203184122 | ||
| 045 | 2 | |b d20250501 |b d20250531 | |
| 084 | |a 170342 |2 nlm | ||
| 100 | 1 | |a AYDOGAN, Sinan |u Burdur Mehmet Akif Ersoy University, Health Sciences Faculty, Department of Nursing, Burdur, Türkiye | |
| 245 | 1 | |a 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 | |
| 260 | |b Elsevier Limited |c May 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 651 | 4 | |a Turkey | |
| 653 | |a Collaboration | ||
| 653 | |a Teaching methods | ||
| 653 | |a Smartphones | ||
| 653 | |a Health problems | ||
| 653 | |a Workloads | ||
| 653 | |a Medical education | ||
| 653 | |a Simulation | ||
| 653 | |a Active learning | ||
| 653 | |a College students | ||
| 653 | |a Knowledge | ||
| 653 | |a Professionals | ||
| 653 | |a Nursing skills | ||
| 653 | |a Problem based learning | ||
| 653 | |a Independent study | ||
| 653 | |a Higher education | ||
| 653 | |a Nursing education | ||
| 653 | |a Morbidity | ||
| 653 | |a Adult students | ||
| 653 | |a Control groups | ||
| 653 | |a Health care expenditures | ||
| 653 | |a Adult learning | ||
| 653 | |a Medical personnel | ||
| 653 | |a Evaluation | ||
| 653 | |a Nursing | ||
| 653 | |a Clinical trials | ||
| 653 | |a Nurses | ||
| 653 | |a Role playing | ||
| 653 | |a Quality of life | ||
| 653 | |a Length of stay | ||
| 653 | |a Test scores | ||
| 653 | |a Selfdirected learning | ||
| 653 | |a Injuries | ||
| 653 | |a Groups | ||
| 653 | |a Self evaluation | ||
| 653 | |a Patients | ||
| 653 | |a Learning | ||
| 653 | |a Self instruction | ||
| 653 | |a Training | ||
| 653 | |a Teaching | ||
| 653 | |a Skills | ||
| 653 | |a Health services | ||
| 653 | |a Software | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Scores | ||
| 653 | |a Hospitals | ||
| 653 | |a Learning Motivation | ||
| 653 | |a Group Instruction | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Adult Basic Education | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Educational Environment | ||
| 653 | |a Educational Strategies | ||
| 653 | |a Brainstorming | ||
| 653 | |a Experimental Groups | ||
| 653 | |a Addition | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Educational Methods | ||
| 653 | |a Learning Processes | ||
| 653 | |a Learning Theories | ||
| 653 | |a Communication Skills | ||
| 653 | |a Learning Readiness | ||
| 653 | |a Andragogy | ||
| 653 | |a Lifelong Learning | ||
| 700 | 1 | |a CALISKAN, Nurcan |u Gazi University, Faculty of Nursing, Department of Nursing, Ankara, Türkiye | |
| 773 | 0 | |t Nurse Education in Practice |g vol. 85 (May 2025), p. 104336 | |
| 786 | 0 | |d ProQuest |t Sociology Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3203184122/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3203184122/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3203184122/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |