Critical ThinkingNCT05403411
Distance Education for Nursing Students on Critical Thinking
A study testing Distance education for nursing students on critical thinking in people with Critical Thinking, run by Esra Tayaz at 1 site in Turkey (Türkiye).
Trial summary
Critical thinking forms the basis of nursing knowledge. Critical thinking skills constitute a vital part of the nurse's work performance, adaptation, problem solving, awareness of the responsibilities of the profession, and the conceptual understanding of nursing. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Critical Thinking
- What is being tested?
- Distance education for nursing students on critical thinking
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 153 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 9 Mar 2021to 8 Jun 2021
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Willingness to participate in the research,
- Willingness to participate in the research,
- Not having taken a critical thinking course before,
- Being able to speak Turkish,
Who cannot join
- Not being willing to participate in the research,
- Not willing to participate in the research,
- To fill in the research forms incompletely,
- Working as a nurse in an institution
- To be a graduate of the nursing department from a health vocational high school.
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Ankara Yıldırım Beyazıt University, Faculty of Health Sciences, Department of Nursing
Ankara, Çubuk
About this study
Official title: The Effect of Two Different Education Methods Based on Distance Education for Nursing Students on Critical Thinking
Critical thinking forms the basis of nursing knowledge. Critical thinking skills constitute a vital part of the nurse's work performance, adaptation, problem solving, awareness of the responsibilities of the profession, and the conceptual understanding of nursing. Due to the increasing number of dependent patients, complex care needs and increasing research in the field of health, intensive care nurses have to think critically in order to learn throughout life, develop professionally, work effectively with teammates, reach care and treatment goals, and contribute to the change of society.
Read the detailed description
The sample size of the study was calculated using the G*Power Software (ver. 3.1.9.2) program. For the smallest sample size of the study, 85% power and medium effect size (f:0.25) at the 95% confidence interval, 110 individuals were found, with at least 55 individuals in each group. The intervention group consisted of students enrolled in the intensive care nursing course, which is one of the third year elective courses, and the control group consisted of the students enrolled in the perinatology course from the third year elective courses. The study was completed on a voluntary basis. After the losses, a sample of 64 from the intervention group and 54 from the control group was created, and the data of a total of 118 students were evaluated. The students in the intervention group were given theoretical training for the first 4 weeks, followed by theoretical and case presentations in the following weeks. It is aimed to increase the critical thinking disposition of the students by using critical thinking techniques during the trainings. A total of 8 weeks of training was given. For the first 5 weeks, training was given with a two-week break for the next three weeks. The control group was given a booklet for critical thinking. Pre-test and post-test were applied simultaneously to both groups. Critical thinking disposition scale was applied in the pre-test and post-test.
- Conditions
- Critical Thinking
- Being tested
- Distance education for nursing students on critical thinking
- Keywords
- Critical thinking, Intensive care, Nursing student, Distance education
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Distance education for nursing students on critical thinkingOther
The students in the intervention group were trained with distance education method for the first 4 weeks, and in the following weeks, with theoretical and case presentations. Critical thinking techniques were used during the trainings. A total of 8 weeks of training was given. Training was given for the first 5 weeks without interruption, and for the next three weeks with a two-week break. Critical thinking disposition scale was applied in the pre-test and post-test.
| Study group | Role | What they receive |
|---|---|---|
| Intervention group | Experimental | Distance education for nursing students on critical thinking Receives: Other: Distance education for nursing students on critical thinking |
| Control group | No intervention | The control group was given a booklet for critical thinking. |
What is being measured
The primary outcome is the main question the study is designed to answer.
critical thinking disposition
evaluated with "critical thinking disposition (CTHD) scale". This scale include 5 subdimensions. Total minimum score is 49, maximum score is 245. An increase in the score indicates that the tendency to think critically increases.
Measured: before the implementation
critical thinking disposition
evaluated with "critical thinking disposition (CTHD) scale". This scale include 5 subdimensions. Total minimum score is 49, maximum score is 245. An increase in the score indicates that the tendency to think critically increases.
Measured: 8 weeks after the implementation
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted3 Jun 2022
- Study start9 Mar 2021
- Primary completion8 Jun 2021
- Study completion8 Jun 2021
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Critical ThinkingStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 153 participants (actual)
Sponsor and investigators
- Lead sponsor
- Esra Tayaz
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor-investigator, Esra Tayaz, Ankara Yildirim Beyazıt University
- Investigators
- Esra Tayaz, Principal investigator, Ankara Yıldırım Beyazıt University, Faculty of Health Sciences, Department of Nursing
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05403411
- Sponsor's protocol ID
- 2021-127
- Status last verified
- May 2022
- First submitted
- 22 May 2022
- Last updated
- 3 Jun 2022
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 3 Jun 2022. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Two Different Education Methods Based on Distance Education for Nursing Students on Critical Thinking
- ClinicalTrials.gov ID
- NCT05403411
- Acronym / sponsor ID
- 2021-127
- Conditions
- Critical Thinking
- Keywords
- Critical thinking, Intensive care, Nursing student, Distance education
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 153 participants (actual)
- Lead sponsor
- Esra TayazUniversity, hospital or other
- Study start
- 9 Mar 2021 (actual)
- Primary completion
- 8 Jun 2021 (actual)
- Study completion
- 8 Jun 2021 (actual)
- First posted
- 3 Jun 2022 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Critical thinking forms the basis of nursing knowledge. Critical thinking skills constitute a vital part of the nurse's work performance, adaptation, problem solving, awareness of the responsibilities of the profession, and the conceptual understanding of nursing. Due to the increasing number of dependent patients, complex care needs and increasing research in the field of health, intensive care nurses have to think critically in order to learn throughout life, develop professionally, work effectively with teammates, reach care and treatment goals, and contribute to the change of society.
Detailed description
The sample size of the study was calculated using the G*Power Software (ver. 3.1.9.2) program. For the smallest sample size of the study, 85% power and medium effect size (f:0.25) at the 95% confidence interval, 110 individuals were found, with at least 55 individuals in each group. The intervention group consisted of students enrolled in the intensive care nursing course, which is one of the third year elective courses, and the control group consisted of the students enrolled in the perinatology course from the third year elective courses. The study was completed on a voluntary basis. After the losses, a sample of 64 from the intervention group and 54 from the control group was created, and the data of a total of 118 students were evaluated. The students in the intervention group were given theoretical training for the first 4 weeks, followed by theoretical and case presentations in the following weeks. It is aimed to increase the critical thinking disposition of the students by using critical thinking techniques during the trainings. A total of 8 weeks of training was given. For the first 5 weeks, training was given with a two-week break for the next three weeks. The control group was given a booklet for critical thinking. Pre-test and post-test were applied simultaneously to both groups. Critical thinking disposition scale was applied in the pre-test and post-test.
Study design
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Intervention group | Experimental | Other: Distance education for nursing students on critical thinkingDistance education for nursing students on critical thinking |
| Control group | No intervention | –The control group was given a booklet for critical thinking. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (4 listed)
- Willingness to participate in the research,
- Willingness to participate in the research,
- Not having taken a critical thinking course before,
- Being able to speak Turkish,
Key exclusion criteria (5 listed)
- Not being willing to participate in the research,
- Not willing to participate in the research,
- To fill in the research forms incompletely,
- Working as a nurse in an institution
- To be a graduate of the nursing department from a health vocational high school.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Distance education for nursing students on critical thinkingThe students in the intervention group were trained with distance education method for the first 4 weeks, and in the following weeks, with theoretical and case presentations. Critical thinking techniques were used during the trainings. A total of 8 weeks of training was given. Training was given for the first 5 weeks without interruption, and for the next three weeks with a two-week break. Critical thinking disposition scale was applied in the pre-test and post-test. | Other | Intervention group |
Primary outcome
critical thinking disposition
Time frame: before the implementation
evaluated with "critical thinking disposition (CTHD) scale". This scale include 5 subdimensions. Total minimum score is 49, maximum score is 245. An increase in the score indicates that the tendency to think critically increases.
critical thinking disposition
Time frame: 8 weeks after the implementation
evaluated with "critical thinking disposition (CTHD) scale". This scale include 5 subdimensions. Total minimum score is 49, maximum score is 245. An increase in the score indicates that the tendency to think critically increases.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 3 Jun 2022.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Esra Tayaz principal investigator
Ankara Yıldırım Beyazıt University, Faculty of Health Sciences, Department of Nursing
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Distance education for nursing students on critical thinking in people with Critical Thinking, run by Esra Tayaz at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 4 inclusion and 5 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 3 Jun 2022. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
critical thinking disposition (time frame: before the implementation). The study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 3 Jun 2022.