Students, NursingNCT06817317
The Effect of Two Different Learning Methods on Disaster Perception and Management in Nursing Students
A study testing Model Based Training and Peer and Self-Learning Group in people with Students, Nursing and Learning Techniques, run by Zonguldak Bulent Ecevit University at 1 site in Turkey (Türkiye).
Trial summary
This study was planned to evaluate the effect of two different learning methods on the perception of disaster preparedness and competences related to disaster management in nursing students. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Students, Nursing, Learning Techniques
- What is being tested?
- Model Based Training and Peer and Self-Learning Group
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 64 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 10 May 2024to 30 Dec 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 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- 18 years of age or older Active student registration in the system between the specified dates Accepted to participate in the study verbally and in writing after being informed Who have not received training on disaster management before General health status (systemic, consciousness, sensation) is suitable for the research process
Who cannot join
- Having theoretical/practical training on disaster management Non-volunteering
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effect of Two Different Learning Methods on the Perception of Disaster Preparedness and Competences Related to Disaster Management in Nursing Students: a Randomized Controlled Trial
This study was planned to evaluate the effect of two different learning methods on the perception of disaster preparedness and competences related to disaster management in nursing students.
Read the detailed description
Disasters are an important public health problem due to their unpredictable duration, disruptions in society and health services, loss of life and property, significant economic losses, deterioration in psycho-social welfare and their effects in subsequent periods. Disaster events are events that exceed the local response capacity, where existing resources are insufficient in demand and require external assistance at international level. Therefore, disasters should be addressed not only in terms of their devastating effects but also in terms of the appropriate preparedness of the available resources in the community. Especially in the event of a disaster, it is certain that the demand for life-threatening medical care will increase, and the presence of timely accessible, equipped and prepared health workers is very important in disaster response.
Considering the increasing frequency of disasters and large-scale public health emergencies, this situation makes the disaster-related aspects of nursing particularly important. Nurses can serve as first responders, direct health care providers, point of care coordinators, information sources, educators and counsellors in disaster areas. However, most nurses and nursing students are not properly prepared for disaster situations.
Many disaster nursing education programmes are offered as themes within existing courses (health protection and promotion, public health and emergency nursing courses) through elective courses, seminars and conferences. As in many other areas of undergraduate nursing education, disaster education often adopts traditional instructor-centred teaching methods. According to the students' point of view, this teaching strategy has a monotonous and boring structure and may negatively affect the students' willingness to learn by shortening their attention span.
Simulation and scenario-based disaster nursing education programmes using standardised patients can be useful in disaster nursing education by improving students' skills and preparation. In case of disaster, models allow nurses to provide better service and performance.
In addition, peer-assisted and self-directed learning method content and teaching strategies aim to improve students' autonomy by incorporating students' feedback and comments into the design of the course. Student-centred education can consist of a variety of teaching tools and techniques, online audio-visual materials, activities, games and storytelling that reflect students' preferences. The student-centred education approach plays an important role in supporting the public health infrastructure and is receiving increasing attention in studies related to disaster preparedness and response.
In this study, it is aimed to evaluate the effect of two different learning methods on the perception of disaster preparedness and competencies related to disaster management in nursing students.
- Conditions
- Students, Nursing, Learning Techniques
- Being tested
- Model Based Training, Peer and Self-Learning Group
- Keywords
- peer education, self learning, model based training, disaster preparedness, disaster management
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Model Based TrainingOther
experimental group
Peer and Self-Learning GroupOther
experimental group
| Study group | Role | What they receive |
|---|---|---|
| Intervention Group 1 | Experimental | In this study, 'Disaster Nursing' course is an elective course integrated into the nursing curriculum. Disaster nursing course content to be applied to the Model based training group; the topics related to pre-disaster, disaster, post-disaster and recovery phases were prepared in line with International Nurses Association (ICN) Basic Competence Areas in Disaster Nursing, General Directorate of Emergency Health Services First Aid Training Guide and Jenning's Disaster Management Model in Nursing.
One day a week for 5 weeks, the theoretical part 100 minutes (transferred by the academic staff responsible for the course), laboratory 50 minutes (transferred by theNational Medical Rescue Team personnel).
There are 20 students in this group. Data were collected through data collection tools at pre-intervention, 5-week post-intervention, 1st month follow-up, 3rd month follow-up and 6th month follow-up stages. Receives: Other: Model Based Training |
| Intervention Group 2 | Experimental | In this study, peer and self-learning group consisted of four different seminar groups of five students randomised. The students were informed about creating a seminar programme on disaster nursing and management and making presentations until the dates determined at the beginning of the semester. It was explained that they would use peer and self-learning methods in seminar preparation and that the researchers would not intervene in the techniques they would create.
Four different seminar groups were formed. There are 5 students in each group. Each group prepares a seminar on disaster nursing and management by using peer and self-learning methods.
There are 20 students in this group. For 4 weeks, the groups made seminar presentations for 150 minutes one day a week.
All seminar groups came together in the last week and formed a group discussion on disaster nursing research and development activities. Receives: Other: Peer and Self-Learning Group |
| Control Group | No intervention | It consists of students who are not included in the intervention groups. The control group continues the education process in the routine education programme. This group consists of 24 students. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Introductory information form
The form, which was created by the researchers within the scope of the literature, includes 12 questions including socio-demographic characteristics, disaster experience, experience, and disaster-related information sources.
Measured: All groups were administered a pre-test before the intervention, a post-test at the end of the 5-week intervention, a 1-month follow-up, a 3-month follow-up and a 6-month follow-up.
Nurses' Perception of Disaster Preparedness Scale
This scale was developed by Feride Özcan in 2013 to measure how prepared nurses feel themselves against disasters. The scale consists of 20 items and 3 sub-dimensions as Preparation Phase (Questions 1-6), Intervention Phase (Questions 7-15), Post-Disaster Phase (Questions 16-20). The items of the scale are scored in five-point Likert type (1-Strongly disagree, 2-Disagree, 3-Somewhat agree, 4-Agree, 5-Strongly agree). As the score obtained from the scale increases, the perception of disaster preparedness also increases.
Measured: Pre-test before intervention, post-test at the end of 5-week intervention, 1-month follow-up, 3-month follow-up and 6-month follow-up stages were applied to all groups.
Secondary outcomes (1)
Nurses' Competence Assessment Scale for Disaster Management
The scale developed by Yıldız Keskin (2023) to evaluate the competences of nurses regarding disaster management consists of 43 items in two dimensions (disaster preparedness and disaster response). The items of the scale are scored in five-point Likert type (1-Strongly disagree, 2-Disagree, 3-Somewhat agree, 4-Agree, 5-Strongly agree).
Measured: Pre-test before intervention, post-test at the end of 5-week intervention, 1-month follow-up, 3-month follow-up and 6-month follow-up stages were applied to all groups.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted10 Feb 2025
- Study start10 May 2024
- Primary completion30 Dec 2024
- Study completion30 Dec 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Students, NursingStudies 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
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Intervention group: Model Based Training Group; Intervention group: Peer and Self-Learning Group; Control group: routine education programme
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 64 participants (actual)
Sponsor and investigators
- Lead sponsor
- Zonguldak Bulent Ecevit University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Enise Sürücü, Zonguldak Bulent Ecevit University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06817317
- Sponsor's protocol ID
- 2024/08
- Status last verified
- Feb 2025
- First submitted
- 4 Feb 2025
- Last updated
- 10 Feb 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided: I want to share my research protocol after one year.
Study at a glance
From the registry record, last updated by the sponsor on 10 Feb 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Two Different Learning Methods on the Perception of Disaster Preparedness and Competences Related to Disaster Management in Nursing Students: a Randomized Controlled Trial
- ClinicalTrials.gov ID
- NCT06817317
- Acronym / sponsor ID
- 2024/08
- Conditions
- Students, Nursing, Learning Techniques
- Keywords
- peer education, self learning, model based training, disaster preparedness, disaster management
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 64 participants (actual)
- Lead sponsor
- Zonguldak Bulent Ecevit UniversityUniversity, hospital or other
- Study start
- 10 May 2024 (actual)
- Primary completion
- 30 Dec 2024 (actual)
- Study completion
- 30 Dec 2024 (actual)
- First posted
- 10 Feb 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 was planned to evaluate the effect of two different learning methods on the perception of disaster preparedness and competences related to disaster management in nursing students.
Detailed description
Disasters are an important public health problem due to their unpredictable duration, disruptions in society and health services, loss of life and property, significant economic losses, deterioration in psycho-social welfare and their effects in subsequent periods. Disaster events are events that exceed the local response capacity, where existing resources are insufficient in demand and require external assistance at international level. Therefore, disasters should be addressed not only in terms of their devastating effects but also in terms of the appropriate preparedness of the available resources in the community. Especially in the event of a disaster, it is certain that the demand for life-threatening medical care will increase, and the presence of timely accessible, equipped and prepared health workers is very important in disaster response.
Considering the increasing frequency of disasters and large-scale public health emergencies, this situation makes the disaster-related aspects of nursing particularly important. Nurses can serve as first responders, direct health care providers, point of care coordinators, information sources, educators and counsellors in disaster areas. However, most nurses and nursing students are not properly prepared for disaster situations.
Many disaster nursing education programmes are offered as themes within existing courses (health protection and promotion, public health and emergency nursing courses) through elective courses, seminars and conferences. As in many other areas of undergraduate nursing education, disaster education often adopts traditional instructor-centred teaching methods. According to the students' point of view, this teaching strategy has a monotonous and boring structure and may negatively affect the students' willingness to learn by shortening their attention span.
Simulation and scenario-based disaster nursing education programmes using standardised patients can be useful in disaster nursing education by improving students' skills and preparation. In case of disaster, models allow nurses to provide better service and performance.
In addition, peer-assisted and self-directed learning method content and teaching strategies aim to improve students' autonomy by incorporating students' feedback and comments into the design of the course. Student-centred education can consist of a variety of teaching tools and techniques, online audio-visual materials, activities, games and storytelling that reflect students' preferences. The student-centred education approach plays an important role in supporting the public health infrastructure and is receiving increasing attention in studies related to disaster preparedness and response.
In this study, it is aimed to evaluate the effect of two different learning methods on the perception of disaster preparedness and competencies related to disaster management in nursing students.
Study design
- Primary purpose
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 3
- Model description
- Intervention group: Model Based Training Group; Intervention group: Peer and Self-Learning Group; Control group: routine education programme
| Arm | Type | Receives |
|---|---|---|
| Intervention Group 1 | Experimental | Other: Model Based TrainingIn this study, 'Disaster Nursing' course is an elective course integrated into the nursing curriculum. Disaster nursing course content to be applied to the Model based training group; the topics related to pre-disaster, disaster, post-disaster and recovery phases were prepared in line with International Nurses Association (ICN) Basic Competence Areas in Disaster Nursing, General Directorate of Emergency Health Services First Aid Training Guide and Jenning's Disaster Management Model in Nursing. One day a week for 5 weeks, the theoretical part 100 minutes (transferred by the academic staff responsible for the course), laboratory 50 minutes (transferred by theNational Medical Rescue Team personnel). There are 20 students in this group. Data were collected through data collection tools at pre-intervention, 5-week post-intervention, 1st month follow-up, 3rd month follow-up and 6th month follow-up stages. |
| Intervention Group 2 | Experimental | Other: Peer and Self-Learning GroupIn this study, peer and self-learning group consisted of four different seminar groups of five students randomised. The students were informed about creating a seminar programme on disaster nursing and management and making presentations until the dates determined at the beginning of the semester. It was explained that they would use peer and self-learning methods in seminar preparation and that the researchers would not intervene in the techniques they would create. Four different seminar groups were formed. There are 5 students in each group. Each group prepares a seminar on disaster nursing and management by using peer and self-learning methods. There are 20 students in this group. For 4 weeks, the groups made seminar presentations for 150 minutes one day a week. All seminar groups came together in the last week and formed a group discussion on disaster nursing research and development activities. |
| Control Group | No intervention | –It consists of students who are not included in the intervention groups. The control group continues the education process in the routine education programme. This group consists of 24 students. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- 18 years of age or older Active student registration in the system between the specified dates Accepted to participate in the study verbally and in writing after being informed Who have not received training on disaster management before General health status (systemic, consciousness, sensation) is suitable for the research process
Key exclusion criteria (1 listed)
- Having theoretical/practical training on disaster management Non-volunteering
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 |
|---|---|---|
| Model Based Trainingexperimental group | Other | Intervention Group 1 |
| Peer and Self-Learning Groupexperimental group | Other | Intervention Group 2 |
Primary outcome
Introductory information form
Time frame: All groups were administered a pre-test before the intervention, a post-test at the end of the 5-week intervention, a 1-month follow-up, a 3-month follow-up and a 6-month follow-up.
The form, which was created by the researchers within the scope of the literature, includes 12 questions including socio-demographic characteristics, disaster experience, experience, and disaster-related information sources.
Nurses' Perception of Disaster Preparedness Scale
Time frame: Pre-test before intervention, post-test at the end of 5-week intervention, 1-month follow-up, 3-month follow-up and 6-month follow-up stages were applied to all groups.
This scale was developed by Feride Özcan in 2013 to measure how prepared nurses feel themselves against disasters. The scale consists of 20 items and 3 sub-dimensions as Preparation Phase (Questions 1-6), Intervention Phase (Questions 7-15), Post-Disaster Phase (Questions 16-20). The items of the scale are scored in five-point Likert type (1-Strongly disagree, 2-Disagree, 3-Somewhat agree, 4-Agree, 5-Strongly agree). As the score obtained from the scale increases, the perception of disaster preparedness also increases.
1 secondary outcome
Nurses' Competence Assessment Scale for Disaster Management
Time frame: Pre-test before intervention, post-test at the end of 5-week intervention, 1-month follow-up, 3-month follow-up and 6-month follow-up stages were applied to all groups.
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 10 Feb 2025.
- Related InfoLink provided by the sponsor.
- Individual participant dataSharing planned: Undecided. I want to share my research protocol after one year.
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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.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Model Based Training and Peer and Self-Learning Group in people with Students, Nursing and Learning Techniques, run by Zonguldak Bulent Ecevit 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 1 inclusion and 1 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 10 Feb 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?
Introductory information form (time frame: All groups were administered a pre-test before the intervention, a post-test at the end of the 5-week intervention, a 1-month follow-up, a 3-month follow-up and a 6-month follow-up.). 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 10 Feb 2025.