Nursing StudentNCT06791759
The Effects of the Course on Technology Use in Nursing
A study testing The course on technology use in nursing in people with Nursing Student and Technology, run by Akdeniz University at 1 site in Turkey (Türkiye).
Trial summary
This study aimed to examine the effect of the course on technology use in nursing on students' readiness for self-directed learning (SDLR) and attitudes toward technology. Research hypotheses are as follows: H1-1: The course on technology use in nursing affects nursing students' SDLR. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Nursing Student, Technology, Self Directed Learning
- What is being tested?
- The course on technology use in nursing
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 109 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 1 Mar 2024to 30 May 2024
- 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 Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Voluntary participation in the study
- Enrollment in one of the elective courses: 'Technology use in nursing' or 'health assessment'
- Taking elective courses for the first time
Who cannot join
- Refusal to participate in the study at any stage of the research process
- Incomplete completion of the data collection forms
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effects of the Course on Technology Use in Nursing on Students' Self-directed Learning Readiness and Attitudes Toward Technology: A Quasi-experimental Study
This study aimed to examine the effect of the course on technology use in nursing on students' readiness for self-directed learning (SDLR) and attitudes toward technology. Research hypotheses are as follows:
- H1-1: The course on technology use in nursing affects nursing students' SDLR.
- H1-2: The course on technology use in nursing affects nursing students' attitudes toward technology.
Read the detailed description
The study has a quasi-experimental design. In the study, the intervention group participated in a 14-week course titled "Technology Use in Nursing," consisting of 2-hour weekly sessions. On the other hand, the control group attended a 14-week course titled "Health Assessment," also consisting of 2-hour sessions per week. Participants in the intervention group were given various tasks to enhance integration with technology. Students used various digital tools (such as Edpuzzle, artificial intelligence programs, mobile health applications, etc.). In the control group, participants were assigned the task of conducting interviews based on the Functional Health Patterns model in group work settings. No tasks involving digital tools were assigned to students in the control group.
Students were invited to participate in the study, and assignments to groups were made. After the group assignments, pre-tests were administered using the "Self-Directed Learning Readiness Scale" and the "Attitudes Toward Technology Survey." Post-tests were collected using the same scales at the end of the courses (week 14).
- Conditions
- Nursing Student, Technology, Self Directed Learning
- Being tested
- The course on technology use in nursing
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
The course on technology use in nursingOther
Students attended in the course technology use in nursing. The course consisted of 2 hours per week over 14 weeks. The course aims to provide students with an understanding of fundamental technological developments in nursing, highlighting the importance and impact of technology in nursing education and practice.Theoretical lessons were delivered by two nurse educators over 8 weeks through PowerPoint presentations and interactive discussions. For the remaining five weeks, students were given some assignments to increase their interaction with digital technological tools. Three assignments were planned for each of the students. In this context, microsoft teams, canva, microsoft powerpoint, kahoot, mentimeter, quizlet, ed-puzzle, capcut, mobile health applications, google classroom, discord and artificial intelligence applications were used for assignments.
| Study group | Role | What they receive |
|---|---|---|
| The course on technology use in nursing | Experimental | Students attended in the course technology use in nursing. The course consisted of 2 hours per week over 14 weeks. The course aims to provide students with an understanding of fundamental technological developments in nursing, highlighting the importance and impact of technology in nursing education and practice.Theoretical lessons were delivered by two nurse educators over 8 weeks through PowerPoint presentations and interactive discussions. For the remaining five weeks, students were given some assignments to increase their interaction with digital technological tools. Three assignments were planned for each of the students. In this context, microsoft teams, canva, microsoft powerpoint, kahoot, mentimeter, quizlet, ed-puzzle, capcut, mobile health applications, google classroom, discord and artificial intelligence applications were used for assignments. Receives: Other: The course on technology use in nursing |
| Control | No intervention | Students in the control group attended the 'Health Assessment' course, which is based on the Functional Health Patterns Model. Various assignments were given to students within the scope of this course. Students were divided into groups, prepared patient interview questions for each pattern, and conducted role-play interviews. Students did not use any digital tools within the scope of the course assignments. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Self-directed Learning Readiness
The self-directed learning readiness was measured with Self-Directed Learning Readiness Scale (SDLR) . The SDLRS consists of 40 items and uses a five-point Likert scale. The scale includes three sub-dimensions: self-management, willingness to learn, and self-control. The total score ranges from a minimum of 40 to 200 points. A total score 150 is recommended as the cut-off point for determining SDLR. As the total score increases, it is assumed that the student's SDL ability also increases.
Measured: Data were collected at two different time points in the study: first after students agreed to participate in the study (week 2 of the course), and second at the end of the course (week 14).
Attitudes toward technology
The technology attitudes of students was measured with Technology Attitude Scale. The scale consists of 15 items and uses a 6-point Likert scale. The scale includes two sub-dimensions: confidence in and the benefits of using technology and lack of self-efficacy in the use of technology. The total score ranges from a minimum of 15 to a maximum of 90 points. As the total score increases, it is assumed that the student's positive attitudes toward technology also increases.
Measured: Data were collected at two different time points in the study: first after students agreed to participate in the study (week 2 of the course), and second at the end of the course (week 14).
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted24 Jan 2025
- Study start1 Mar 2024
- Primary completion30 May 2024
- Study completion30 May 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Nursing StudentStudies of the same condition, open and under way.
- More trials run by Akdeniz 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.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Basic science
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Model description
- This was a quasi-experimental study employing a pretest-posttest design with a control group. The participants consisted of first-year nursing students enrolled in the spring semester of the 2023-2024 academic year at a nursing faculty in Türkiye. Students who attended the course on the technology use in nursing were included in the intervention group. The course on the technology use in nursing is an elective course. It consisted of 2 hours per week over 14 weeks. Students in the control group attended the 'Health Assessment' course, which is based on the Functional Health Patterns Model.
- Masking
- None (open label)
- Enrolment
- 109 participants (actual)
Sponsor and investigators
- Lead sponsor
- Akdeniz University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Fatma DURSUN ERGEZEN, Akdeniz University
- Investigators
- FATMA Dursun Ergezen, PhD, Principal investigator, Akdeniz University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06791759
- Sponsor's protocol ID
- FatmaErgezen
- Status last verified
- Jan 2025
- First submitted
- 14 Jan 2025
- Last updated
- 24 Jan 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes
Study at a glance
From the registry record, last updated by the sponsor on 24 Jan 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effects of the Course on Technology Use in Nursing on Students' Self-directed Learning Readiness and Attitudes Toward Technology: A Quasi-experimental Study
- ClinicalTrials.gov ID
- NCT06791759
- Acronym / sponsor ID
- FatmaErgezen
- Conditions
- Nursing Student, Technology, Self Directed Learning
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 109 participants (actual)
- Lead sponsor
- Akdeniz UniversityUniversity, hospital or other
- Study start
- 1 Mar 2024 (actual)
- Primary completion
- 30 May 2024 (actual)
- Study completion
- 30 May 2024 (actual)
- First posted
- 24 Jan 2025 (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.
This study aimed to examine the effect of the course on technology use in nursing on students' readiness for self-directed learning (SDLR) and attitudes toward technology. Research hypotheses are as follows:
- H1-1: The course on technology use in nursing affects nursing students' SDLR.
- H1-2: The course on technology use in nursing affects nursing students' attitudes toward technology.
Detailed description
The study has a quasi-experimental design. In the study, the intervention group participated in a 14-week course titled "Technology Use in Nursing," consisting of 2-hour weekly sessions. On the other hand, the control group attended a 14-week course titled "Health Assessment," also consisting of 2-hour sessions per week. Participants in the intervention group were given various tasks to enhance integration with technology. Students used various digital tools (such as Edpuzzle, artificial intelligence programs, mobile health applications, etc.). In the control group, participants were assigned the task of conducting interviews based on the Functional Health Patterns model in group work settings. No tasks involving digital tools were assigned to students in the control group.
Students were invited to participate in the study, and assignments to groups were made. After the group assignments, pre-tests were administered using the "Self-Directed Learning Readiness Scale" and the "Attitudes Toward Technology Survey." Post-tests were collected using the same scales at the end of the courses (week 14).
Study design
- Primary purpose
- Basic science
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- This was a quasi-experimental study employing a pretest-posttest design with a control group. The participants consisted of first-year nursing students enrolled in the spring semester of the 2023-2024 academic year at a nursing faculty in Türkiye. Students who attended the course on the technology use in nursing were included in the intervention group. The course on the technology use in nursing is an elective course. It consisted of 2 hours per week over 14 weeks. Students in the control group attended the 'Health Assessment' course, which is based on the Functional Health Patterns Model.
| Arm | Type | Receives |
|---|---|---|
| The course on technology use in nursing | Experimental | Other: The course on technology use in nursingStudents attended in the course technology use in nursing. The course consisted of 2 hours per week over 14 weeks. The course aims to provide students with an understanding of fundamental technological developments in nursing, highlighting the importance and impact of technology in nursing education and practice.Theoretical lessons were delivered by two nurse educators over 8 weeks through PowerPoint presentations and interactive discussions. For the remaining five weeks, students were given some assignments to increase their interaction with digital technological tools. Three assignments were planned for each of the students. In this context, microsoft teams, canva, microsoft powerpoint, kahoot, mentimeter, quizlet, ed-puzzle, capcut, mobile health applications, google classroom, discord and artificial intelligence applications were used for assignments. |
| Control | No intervention | –Students in the control group attended the 'Health Assessment' course, which is based on the Functional Health Patterns Model. Various assignments were given to students within the scope of this course. Students were divided into groups, prepared patient interview questions for each pattern, and conducted role-play interviews. Students did not use any digital tools within the scope of the course assignments. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (3 listed)
- Voluntary participation in the study
- Enrollment in one of the elective courses: 'Technology use in nursing' or 'health assessment'
- Taking elective courses for the first time
Key exclusion criteria (2 listed)
- Refusal to participate in the study at any stage of the research process
- Incomplete completion of the data collection forms
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 |
|---|---|---|
| The course on technology use in nursingStudents attended in the course technology use in nursing. The course consisted of 2 hours per week over 14 weeks. The course aims to provide students with an understanding of fundamental technological developments in nursing, highlighting the importance and impact of technology in nursing education and practice.Theoretical lessons were delivered by two nurse educators over 8 weeks through PowerPoint presentations and interactive discussions. For the remaining five weeks, students were given some assignments to increase their interaction with digital technological tools. Three assignments were planned for each of the students. In this context, microsoft teams, canva, microsoft powerpoint, kahoot, mentimeter, quizlet, ed-puzzle, capcut, mobile health applications, google classroom, discord and artificial intelligence applications were used for assignments. | Other | The course on technology use in nursing |
Primary outcome
Self-directed Learning Readiness
Time frame: Data were collected at two different time points in the study: first after students agreed to participate in the study (week 2 of the course), and second at the end of the course (week 14).
The self-directed learning readiness was measured with Self-Directed Learning Readiness Scale (SDLR) . The SDLRS consists of 40 items and uses a five-point Likert scale. The scale includes three sub-dimensions: self-management, willingness to learn, and self-control. The total score ranges from a minimum of 40 to 200 points. A total score 150 is recommended as the cut-off point for determining SDLR. As the total score increases, it is assumed that the student's SDL ability also increases.
Attitudes toward technology
Time frame: Data were collected at two different time points in the study: first after students agreed to participate in the study (week 2 of the course), and second at the end of the course (week 14).
The technology attitudes of students was measured with Technology Attitude Scale. The scale consists of 15 items and uses a 6-point Likert scale. The scale includes two sub-dimensions: confidence in and the benefits of using technology and lack of self-efficacy in the use of technology. The total score ranges from a minimum of 15 to a maximum of 90 points. As the total score increases, it is assumed that the student's positive attitudes toward technology also 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 24 Jan 2025.
- Individual participant dataSharing planned: Yes
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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.
FATMA Dursun Ergezen, PhD principal investigator
Akdeniz University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing The course on technology use in nursing in people with Nursing Student and Technology, run by Akdeniz University 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 3 inclusion and 2 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 24 Jan 2025. 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?
Self-directed Learning Readiness (time frame: Data were collected at two different time points in the study: first after students agreed to participate in the study (week 2 of the course), and second at the end of the course (week 14).). 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 24 Jan 2025.