The Effectiveness of E-Learning Application Developed for Chest Tube Care in Nursing Students

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

Trial locations and contacts

1 site in 1 country.

About this study

Official title: The Effectiveness of E-Learning Application Developed For Chest Tube Care in Nursing Students

Conditions

E-learning, Nursing Care, Chest Tube, Nursing Education

Being tested

Turkish- Computer System Usability Questionnaire Short Version, Student Information Form, Clinical Reasoning Readiness Scale for Nursing Students, Self-directed Learning Scale, Chest Tube Care Management Knowledge Test

Keywords

chest tube care, e-learning, nursing care, nursing students, clinical reasoning

What participants receive

What participants receive. In a randomised study each person is assigned to one group by chance.

• Turkish- Computer System Usability Questionnaire Short VersionOther

  Developed in 1995 by Lewis at IBM, the Computer System Usability Questionnaire (CSUQ) is one of the widely used questionnaires in the field of usability. The scale, which was adapted into Turkish by Erdinç in 2013, consists of 13 items in total. It has 4 sub-dimensions: system usefulness (items 1-6), information quality (items 7-9), interface quality (items 10-12) and general satisfaction (item 13). Each item is scored as 1 (Strongly agree) - 7 (Strongly disagree). The Cronbach α of the scale is > .70 and the Cronbach α value for each sub-dimension varies between .73 and .92. A minimum score of 13 and a maximum score of 91 can be obtained from the scale. A low score is defined as good usability, and the higher the score, the lower the usability quality of the system (Erdinç \& Lewis, 2013).

• Student Information FormOther

  In the form developed by the researchers in line with the literature, a total of 12 questions were included to determine the socio-demographic characteristics of the students (such as age, gender, academic average, whether they provide care to patients with chest tubes, whether they receive training on chest tube care). All participants in the experimental and control groups were applied once as a pre-test.

• Clinical Reasoning Readiness Scale for Nursing StudentsOther

  It is a comprehensive assessment tool developed by Huang Huiman (2018) to determine the clinical reasoning readiness levels of nursing students in Taiwan (Ho et al., 2021; H.-M. Huang et al., 2018). 'Clinical Reasoning Readiness Scale for Nursing Students' consists of 4 sub-dimensions. These sub-dimensions are 'awareness of clinical clues' (4 items), 'verification of clinical problems' (4 items), 'action determination and implementation' (4 items) and 'evaluation and reflection' (4 items). Each sub-dimension contains four items to assess students' clinical reasoning readiness levels. The lowest score that can be obtained from the scale is 16 and the highest score is 80. Responses to the scale are evaluated on a 5-point Likert scale (5=strongly agree, 4=agree, 3=decided, 2=disagree, 1=strongly disagree). Cronbach's α ranged from 0.894 for the total and 0.78 to 0.89 for each sub-dimension. The corrected item-total correlation is between 0.627-0.728. Higher scores indicate higher levels

• Self-directed Learning ScaleOther

  The original Self-Managed Learning Scale was used as a self-report scale by Lounsbury et. al. (2009). The Turkish adaptation and validity and reliability study of the scale, which shows the extent to which individuals learn autonomously with a one-dimensional structure, was conducted by Demircioğlu, Öge, Fuçular, Çevik, Nazlıgül, and Özçelik in 2018. The scale is 5-point Likert-type and consists of 10 items. For each item, participants are expected to respond according to 1 (Strongly disagree), 2 (Disagree), 3 (No opinion), 4 (Agree) and 5 (Strongly agree). Cronbach's alpha coefficient of the scale is 0.85. In line with the scores obtained from the scale, above average self-directed learning skill means high and below average self-directed learning skill means low (Demircioğlu et al., 2018). Both groups were applied as pre-test and post-test.

• Chest Tube Care Management Knowledge TestOther

  It was created by the researchers in line with the evidence in the literature (Abuejheisheh et al., 2021; Basler, 2020; Bertrandt et al., 2019; Charnock \& Evans, 2001; El-Senousy, Mahrous, Abd-Al Salam, \& Zedan, 2020; Ho et al., 2021; Tarhan et al., 2016; Zisis et al., 2015). The 'Chest Tube Care Management Knowledge Test' was initially prepared as a total of 43 multiple-choice questions, including the headings and subheadings in each session (Abuejheisheh et al., 2021; Malone, 2015). Expert opinions were obtained from 5 faculty members with clinical experience and studies on chest tube care. The experts gave suitability scores to the knowledge test questions one by one on a 4-point Likert-type scale (1: The item is not suitable, 2: The item should be seriously revised, 3: Suitable should be slightly revised, 4: Suitable). In line with the suggestions from the experts, the questions were reorganised and 9 questions were removed. For the remaining 34 multiple-choice questions in the kno

What is being measured

The primary outcome is the main question the study is designed to answer.

1. Clinical Reasoning Readiness Scale for Nursing Students

   It is a comprehensive assessment tool developed by Huang Huiman (2018) to determine the clinical reasoning readiness levels of nursing students in Taiwan (Huang et al., 2023). 'Clinical Reasoning Readiness Scale for Nursing Students' consists of 4 sub-dimensions. These sub-dimensions are 'awareness of clinical clues' (4 items), 'verification of clinical problems' (4 items), 'action determination and implementation' (4 items) and 'evaluation and reflection' (4 items). Each sub-dimension contains four items to assess students' clinical reasoning readiness levels. The lowest score that can be obtained from the scale is 16 and the highest score is 80. The responses to the scale are evaluated on a 5-point Likert scale (5=Strongly agree, 4=Agree, 3=Unsure, 2=Disagree, 1=Strongly disagree). Cronbach's α ranged from 0.894 for the total and 0.78 to 0.89 for each sub-dimension. The corrected item-total correlation is between 0.627-0.728.

   Measured: In order to determine the clinical reasoning readiness levels of nursing students, it was applied to the students in the experimental and control groups before the application started and immediately after the application was completed.

2. Self-directed Learning Scale

   The original Self-Managed Learning Scale was used by Lounsbury et al. (2009) as a self-report scale. The Turkish adaptation and validity and reliability study of the scale, which assesses the extent to which individuals learn autonomously with a one-dimensional structure, was conducted by Demircioğlu, Öge, Fuçular, Çevik, Nazlıgül, and Özçelik in 2018. The scale is 5-point Likert-type and consists of 10 items. For each item, participants are expected to respond according to 1 (Strongly disagree), 2 (Disagree), 3 (No opinion), 4 (Agree) and 5 (Strongly agree). Cronbach's alpha coefficient of the scale is 0.85. In line with the scores obtained from the scale, above average self-managed learning skill means high and below average self-managed learning skill means low (Demircioğlu et al., 2018). In this study, the cronbach alpha coefficient of 'Self-Managed Learning Scale' was found to be 0.915 in the pre-test and 0.890 in the post-test.

   Measured: The Self-Managed Learning Scale was administered to the students in the experimental and control groups before and immediately after the implementation of the study.

3. Chest Tube Care Management Knowledge Test

   The researchers created it in line with the evidence in the literature, including questions on Chest Tube Care Management (Abuejheisheh et al., 2021; Basler, 2020; Bertrandt et al., 2019). The 'Chest Tube Care Management Knowledge Test' was initially prepared as a total of 43 multiple-choice questions including the headings and subheadings in each session (Abuejheisheh et al., 2021; Malone, 2015). Expert opinions were obtained from 5 faculty members with clinical experience and studies on chest tube care. The experts gave suitability scores to the knowledge test questions one by one on a 4-point Likert-type scale (1: The item is not suitable, 2: The item should be seriously revised, 3: Suitable should be slightly revised, 4: Suitable). In line with the suggestions from the experts, the questions were reorganized and 9 questions were removed.

   Measured: The Chest Tube Care Management Knowledge Test was administered to the students in the experimental and control groups before and immediately after the implementation of the study.

Timeline

From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.

1. First posted20 Dec 2024
2. Study start13 Aug 2024
3. Primary completion15 Aug 2024
4. Study completion15 Sep 2024

Resources

• Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
• Other trials for E-learningStudies of the same condition, open and under way.
• More trials run by Gazi UniversityThe sponsor's other registered studies.
• 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.