Three Teaching Strategies in Nursing Education: Effects on Learning and Knowledge Retention

Официальное название

The Effect of Three Different Instructional Strategies on Learning Outcomes and Knowledge Retention in Nursing Education: A Randomized Controlled Trial

Обзор

The goal of this clinical trial is to learn whether three different instructional strategies improve learning outcomes and knowledge retention in nursing students receiving education on peritoneal dialysis catheter care. The main questions it aims to answer are: Does Pecha Kucha-based education improve students' knowledge of peritoneal dialysis catheter care compared with concept map-based education and traditional education? Do the three instructional strategies differ in terms of knowledge retention, learning satisfaction, learning experience, and perceived cognitive load? Researchers will compare Pecha Kucha-based education, concept map-based education, and traditional education to see which instructional strategy is more effective in improving students' knowledge, supporting knowledge retention, and providing a positive learning experience. Participants will: Complete a pre-test before the education. Receive one of three educational interventions on peritoneal dialysis catheter care: Pecha Kucha-based education, concept map-based education, or traditional education. Complete a post-test after the education. Complete forms evaluating learning satisfaction, learning experience, and perceived cognitive load. Complete a follow-up knowledge test to assess knowledge retention.

Подробное описание

Detailed Description

This randomized controlled trial will evaluate the effects of three different instructional strategies on nursing students' learning outcomes and knowledge retention related to peritoneal dialysis catheter care. The instructional strategies are Pecha Kucha-based education, concept map-based education, and traditional education.

Peritoneal dialysis catheter care is an important nursing skill because appropriate care supports treatment continuity, helps prevent infection, and enables early recognition of catheter-related complications. Nursing students need to understand the purpose of the catheter, catheter exit-site care, hand hygiene, aseptic technique, dressing care, prevention of catheter trauma or blockage, signs of infection and peritonitis, risky practices, and situations requiring referral to a healthcare team.

Participants will be randomly assigned to one of three groups. All groups will receive education on the same content and learning objectives. The difference between groups will be the instructional strategy used to deliver the content.

The Pecha Kucha group will receive a structured, time-controlled visual micro-presentation. The concept map group will receive education through a structured concept map showing the relationships among key concepts related to peritoneal dialysis catheter care. The traditional education group will receive the same content through a standard teacher-centered presentation and verbal explanation.

The educational content will include the role of renal replacement therapy, the place of peritoneal dialysis among renal replacement therapy options, the definition and function of the peritoneal dialysis catheter, catheter exit-site care, infection prevention, hand hygiene, aseptic technique, daily observation, dressing care, catheter stabilization, prevention of catheter blockage, signs of exit-site infection and peritonitis, catheter-related complications, risky practices, patient education, and when to seek healthcare support.

Before the educational intervention, participants will complete a knowledge test on peritoneal dialysis catheter care. After the education, participants will complete the same or equivalent knowledge test to evaluate immediate learning. They will also complete forms assessing learning satisfaction, learning experience, and perceived cognitive load. A follow-up knowledge test will be administered later to evaluate knowledge retention.

The primary outcome of the study is students' knowledge level related to peritoneal dialysis catheter care. Secondary outcomes include knowledge retention, learning satisfaction, learning experience, and perceived cognitive load. The study will compare the three instructional strategies to determine which method is more effective in improving learning outcomes and supporting retention of knowledge in nursing education.

Вмешательства

• Поведенческое Pecha Kucha-Based Education
  Participants assigned to this group will receive standardized education on peritoneal dialysis catheter care using a Pecha Kucha-based instructional strategy. The session will include a structured, time-controlled visual presentation consisting of 20 slides, with each slide presented for 20 seconds, followed by a brief summary. The content will cover catheter function, exit-site care, hand hygiene, aseptic technique, dressing care, catheter protection, infection signs, complications, risky pract
• Поведенческое Concept Map-Based Education
  Participants assigned to this group will receive standardized education on peritoneal dialysis catheter care using a structured concept map-based instructional strategy. The same educational content will be presented through a concept map that visually organizes the relationships among key concepts, including catheter care, exit-site observation, infection prevention, aseptic technique, dressing care, catheter protection, complications, risky practices, and patient safety.
• Поведенческое Traditional Education
  Participants assigned to this group will receive standardized education on peritoneal dialysis catheter care using a traditional teacher-centered instructional strategy. The same educational content will be delivered through a standard presentation and verbal explanation. The content will include catheter function, exit-site care, hand hygiene, aseptic technique, dressing care, catheter protection, infection signs, complications, risky practices, and situations requiring healthcare referral.

Первичные конечные точки

• Knowledge Level on Peritoneal Dialysis Catheter Care [Срок оценки: Baseline, immediately after the educational intervention, and 4 weeks after the educational intervention]

Вторичные конечные точки (3)

• Knowledge Retention on Peritoneal Dialysis Catheter Care [Срок оценки: Immediately after the educational intervention and 4 weeks after the educational intervention]
• Learning Satisfaction and Learning Experience [Срок оценки: Immediately after the educational intervention]
• Perceived Cognitive Load [Срок оценки: Immediately after the educational intervention]

Критерии участия

Критерии включения

• Being a second- or third-year undergraduate nursing student.
• Being enrolled in the relevant nursing course during the study period.
• Being scheduled to participate in the educational intervention on peritoneal dialysis catheter care.
• Voluntarily agreeing to participate in the study.
• Providing informed consent.
• Being able to complete the pre-test, immediate post-test, and 4-week follow-up assessments.

Критерии исключения

• Not providing informed consent.
• Not attending the educational intervention.
• Being unable to complete the study assessment forms.
• Participating in another educational activity or training program specifically related to peritoneal dialysis catheter care during the study period.

Критерии приведены из реестра в оригинале (на английском). Окончательную оценку соответствия проводит исследовательский центр.

Здоровые добровольцы: Да

Дизайн исследования

Распределение

Рандомизированное

Модель

Параллельные группы

Маскирование

Открытое

Основная цель

Другое

Центры проведения

Turkey (Türkiye) · 1 центр

• Istanbul Atlas University — Istanbul

Публикации

• Yildiz Celik H, Ugur E. Turkish validity and reliability study of the simulation self-report cognitive load measurement tool 2.0. BMC Med Educ. 2025 Jul 1;25(1):919. doi: 10.1186/s12909-025-07504-0. PMID 40597134
• White A, Louis K. Pecha Kucha: An Innovative Pedagogy to Cultivate Cultural Competency in 21 st Century Nursing Students. Nurse Educ. 2023 May-Jun 01;48(3):168-169. doi: 10.1097/NNE.0000000000001321. Epub 2022 Nov 16. No abstract available. PMID 36730604
• Cevheroglu S, Firat Kilic H, Budak V. The effect of the PechaKucha presentation method on nursing students' deep breathing and coughing exercise skills and their satisfaction with the educational method: a randomized controlled trial. BMC Med Educ. 2025 Dec 2;25(1):1667. doi: 10.1186/s12909-025-08258-5. PMID 41331646
• Chow KM, Li PK, Cho Y, Abu-Alfa A, Bavanandan S, Brown EA, Cullis B, Edwards D, Ethier I, Hurst H, Ito Y, de Moraes TP, Morelle J, Runnegar N, Saxena A, So SW, Tian N, Johnson DW. ISPD Catheter-related Infection Recommendations: 2023 Update. Perit Dial Int. 2023 May;43(3):201-219. doi: 10.1177/08968608231172740. Epub 2023 May 26. PMID 37232412

Идентификаторы

NCT: NCT07598500 · 23.02.2026- 02/77

Первоисточники (государственные реестры)

• ClinicalTrials.gov (NIH, США)

Открыть это исследование на ClinicalTrials.gov ↗