Education, NursingNCT07467655
THE EFFECT OF DIGITAL STORYTELLING ON NURSING STUDENTS' NURSING PROCESS EDUCATION
A study testing Intervention Description - Digital Storytelling Group in people with Education, Nursing and Students, Nursing, run by Sakarya University at 1 site in Turkey (Türkiye).
Trial summary
Study Type: Randomized Controlled Experimental Study Purpose: This study aims to evaluate the effects of digital storytelling-enhanced nursing process education on nursing students' knowledge, nursing process competency, and clinical reasoning skills. Read more about this study
- Who is it for?
- Ages 18 to 45 years
- Conditions the study is for
- Education, Nursing, Students, Nursing, Clinical Competence
- What is being tested?
- Intervention Description - Digital Storytelling Group
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 104 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 30 Oct 2026to 30 Jan 2027
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
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 to 45 years
- All sexes
- No healthy volunteers
- Adult
Who may be able to join
- Undergraduate nursing students enrolled in the Nursing Fundamentals I course for the first time
- Students who attend and complete all educational activities related to the course
- Students who voluntarily agree to participate in the study
Who cannot join
- Graduates of a health vocational high school
- Students who report prior knowledge or formal education related to the nursing process
- Students who are currently employed in any healthcare institution
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
Turkey (Türkiye)1 site
Sakarya University
Sakarya, 54100
Dilek Aygin, Professor, +90 532 707 63 14
Esin Kelagalar, MSc
About this study
Official title: THE EFFECT OF DIGITAL STORYTELLING ON NURSING STUDENTS' NURSING PROCESS EDUCATION: AN EXPERIMENTAL STUDY
Study Type: Randomized Controlled Experimental Study
Purpose:
Read more
This study aims to evaluate the effects of digital storytelling-enhanced nursing process education on nursing students' knowledge, nursing process competency, and clinical reasoning skills. The nursing process, which includes assessment, diagnosis, planning, implementation, and evaluation, forms the foundation of evidence-based and holistic care. However, the literature indicates that nursing students often face difficulties in assessment, prioritization, and individualization of care interventions and frequently apply the process mechanically.
The study addresses the following primary questions:
Does digital storytelling improve nursing students' knowledge of the nursing process?
Does digital storytelling enhance students' nursing process competency and clinical reasoning skills?
Study Design and Comparison:
Participants will be assigned to either the intervention or control group based on their Nursing Process knowledge scores. Groups will be stratified by gender and knowledge test scores using a stratified randomization method to ensure balanced distribution and group homogeneity. Researchers will compare outcomes between groups to evaluate the effectiveness of the educational approach.
Participants' Key Activities:
Participants must be first-time enrollees in the Fundamentals of Nursing I course, have completed all course content, and have voluntarily agreed to attend.
Complete pre- and post-intervention assessments, including the Nursing Process Knowledge Test, Nursing Process Competency Scale, Clinical Reasoning Assessment Rubric, and Instructional Material Motivation Scales.
Engage in follow-up evaluations immediately after the intervention and three months later to assess the retention and sustainability of learning outcomes.
Additional Notes:
Digital storytelling materials will be validated through expert review and pilot testing. The Clinical Reasoning Assessment Rubric will undergo Turkish-language validity and reliability evaluation. Findings are expected to provide evidence on the effectiveness of digital storytelling in nursing process education, support curriculum development at the undergraduate level, and guide the broader implementation of technology-enhanced, reflective learning approaches in nursing education.
- Conditions
- Education, Nursing, Students, Nursing, Clinical Competence, Clinical Decision-Making in Nursing, Evidence-Based Practice
- Being tested
- Intervention Description - Digital Storytelling Group, Control Group (Traditional Case-Based Education)
- Keywords
- Nursing Education, Digital Storytelling, Nursing Process, Clinical Reasoning, Educational Intervention, Undergraduate Nursing Students
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Intervention Description - Digital Storytelling GroupOther
Participants assigned to the intervention group will receive nursing process education supported by digital storytelling within the Nursing Fundamentals I course. A digital story developed by the research team will present a single clinical scenario illustrating the stages of the nursing process, including assessment, diagnosis, planning, implementation, and evaluation. Students will watch the digital story, participate in guided discussions, and analyze the presented scenario to apply the nursing process in a structured manner. This approach aims to promote reflective learning, contextual understanding of the patient situation, and the development of clinical reasoning skills. Educational activities will be conducted during scheduled course sessions as part of the nursing process training.
Control Group (Traditional Case-Based Education)Other
Participants in the control group will receive traditional nursing process education within the Nursing Fundamentals I course. Teaching will be conducted using a written clinical case representing the same patient situation used in the intervention group. Students will analyze the case and apply the steps of the nursing process, including assessment, diagnosis, planning, implementation, and evaluation, through instructor-led explanations and classroom discussion. This approach reflects the conventional educational method used in the course. Outcome assessments will be conducted at the same time points as the intervention group, including before the intervention, immediately after the educational sessions, and three months later, in order to evaluate nursing process knowledge, competency, and clinical reasoning skills.
| Study group | Role | What they receive |
|---|---|---|
| Digital Storytelling Based Nursing Process Education | Experimental | Participants in the intervention group will receive nursing process education supported by digital storytelling within the Nursing Fundamentals I course. A digital story developed by the research team will present a single clinical scenario illustrating the stages of the nursing process, including assessment, diagnosis, planning, implementation, and evaluation. Students will watch the digital story and participate in guided discussions to analyze the presented clinical situation and apply the nursing process in a structured manner. The digital storytelling approach is intended to promote reflective learning, contextual understanding of the patient situation, and the development of clinical reasoning skills. Assessments will be conducted before the intervention, immediately after the educational sessions, and three months later to evaluate nursing process knowledge, competency, and clinical reasoning outcomes. Receives: Other: Intervention Description - Digital Storytelling Group; Other: Control Group (Traditional Case-Based Education) |
What is being measured
The primary outcome is the main question the study is designed to answer.
Nursing Process Knowledge
Change in nursing students' knowledge of the nursing process measured using the Nursing Process Knowledge Test.The student knowledge test consists of 25 multiple-choice questions designed to assess knowledge related to the nursing process. Each correct answer is scored as 4 points and incorrect answers receive 0 points, resulting in a total possible score ranging from 0 to 100. Higher scores indicate a higher level of knowledge. It is expected that students who participate in the digital storytelling-based educational intervention will demonstrate an increase in knowledge scores compared with their baseline scores.
Measured: Baseline pre-intervention, immediately after the educational intervention, and 3 months after the intervention.
Nursing Process Competency Scale
The Nursing Process Competency Scale (NPCS) is a 24-item instrument comprising five subscales: Data Collection (items 1-4), Patient Problem/Nursing Diagnosis (items 5-9), Planning (items 10-14), Implementation (items 15-21), and Evaluation (items 22-24). Responses are recorded on a five-point Likert scale (1 = I do not trust myself at all, 2 = I do not trust myself, 3 = I feel I need more practice, 4 = I trust myself, 5 = I feel competent in this skill), with no cut-off points or reverse-scored items. Subscale scores are calculated by dividing the total score by the number of items, resulting in mean scores ranging from 1 to 5, where higher scores indicate greater competency in the nursing process.
Measured: Baseline pre-intervention, immediately after the educational intervention, and 3 months after the intervention.
Secondary outcomes (1)
Clinical Reasoning Skills
Change in students' clinical reasoning skills evaluated using the Clinical Reasoning Assessment Rubric applied to the nursing process case analysis. The Clinical Reasoning Rubric is an assessment tool developed to evaluate students' clinical reasoning skills. The rubric is structured into eight categories based on the five stages of the nursing process. Content and face validity of the rubric were established qualitatively, resulting in a clear and practical set of criteria for evaluating clinical reasoning performance. The rubric is used to systematically assess students' clinical reasoning during the nursing process.
Measured: Baseline pre-intervention, immediately after the educational intervention, and 3 months after the intervention.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted12 Mar 2026
- Study start30 Oct 2026 (estimated)
- Primary completion30 Dec 2026 (estimated)
- Study completion30 Jan 2027 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Education, NursingStudies of the same condition, open and under way.
- More trials run by Sakarya 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
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Enrolment
- 104 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Sakarya University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07467655
- Sponsor's protocol ID
- SakaryaU-2026-29-87-35
- Other IDs
- 2026-29-87-35
- Status last verified
- Mar 2026
- First submitted
- 8 Mar 2026
- Last updated
- 25 Mar 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided: The decision regarding sharing individual participant data has not yet been made. This study involves undergraduate nursing students, and the collected data include personal academic information and responses to educational assessments. Data sharing considerations will take into account participant confidentiality, ethical approvals, and institutional policies. A final plan for data sharing may be developed upon completion of the study and in accordance with applicable regulations and guidelines.
Study at a glance
From the registry record, last updated by the sponsor on 25 Mar 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- THE EFFECT OF DIGITAL STORYTELLING ON NURSING STUDENTS' NURSING PROCESS EDUCATION: AN EXPERIMENTAL STUDY
- ClinicalTrials.gov ID
- NCT07467655
- Acronym / sponsor ID
- SakaryaU-2026-29-87-35
- Conditions
- Education, Nursing, Students, Nursing, Clinical Competence, Clinical Decision-Making in Nursing, Evidence-Based Practice
- Keywords
- Nursing Education, Digital Storytelling, Nursing Process, Clinical Reasoning, Educational Intervention, Undergraduate Nursing Students
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 104 participants (estimated)
- Lead sponsor
- Sakarya UniversityUniversity, hospital or other
- Study start
- 30 Oct 2026 (estimated)
- Primary completion
- 30 Dec 2026 (estimated)
- Study completion
- 30 Jan 2027 (estimated)
- First posted
- 12 Mar 2026 (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.
Study Type: Randomized Controlled Experimental Study
Purpose:
This study aims to evaluate the effects of digital storytelling-enhanced nursing process education on nursing students' knowledge, nursing process competency, and clinical reasoning skills. The nursing process, which includes assessment, diagnosis, planning, implementation, and evaluation, forms the foundation of evidence-based and holistic care. However, the literature indicates that nursing students often face difficulties in assessment, prioritization, and individualization of care interventions and frequently apply the process mechanically.
The study addresses the following primary questions:
Does digital storytelling improve nursing students' knowledge of the nursing process?
Does digital storytelling enhance students' nursing process competency and clinical reasoning skills?
Study Design and Comparison:
Participants will be assigned to either the intervention or control group based on their Nursing Process knowledge scores. Groups will be stratified by gender and knowledge test scores using a stratified randomization method to ensure balanced distribution and group homogeneity. Researchers will compare outcomes between groups to evaluate the effectiveness of the educational approach.
Participants' Key Activities:
Participants must be first-time enrollees in the Fundamentals of Nursing I course, have completed all course content, and have voluntarily agreed to attend.
Complete pre- and post-intervention assessments, including the Nursing Process Knowledge Test, Nursing Process Competency Scale, Clinical Reasoning Assessment Rubric, and Instructional Material Motivation Scales.
Engage in follow-up evaluations immediately after the intervention and three months later to assess the retention and sustainability of learning outcomes.
Additional Notes:
Digital storytelling materials will be validated through expert review and pilot testing. The Clinical Reasoning Assessment Rubric will undergo Turkish-language validity and reliability evaluation. Findings are expected to provide evidence on the effectiveness of digital storytelling in nursing process education, support curriculum development at the undergraduate level, and guide the broader implementation of technology-enhanced, reflective learning approaches in nursing education.
Study design
- Primary purpose
- Basic science
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
| Arm | Type | Receives |
|---|---|---|
| Digital Storytelling Based Nursing Process Education | Experimental | Other: Intervention Description - Digital Storytelling Group, Other: Control Group (Traditional Case-Based Education)Participants in the intervention group will receive nursing process education supported by digital storytelling within the Nursing Fundamentals I course. A digital story developed by the research team will present a single clinical scenario illustrating the stages of the nursing process, including assessment, diagnosis, planning, implementation, and evaluation. Students will watch the digital story and participate in guided discussions to analyze the presented clinical situation and apply the nursing process in a structured manner. The digital storytelling approach is intended to promote reflective learning, contextual understanding of the patient situation, and the development of clinical reasoning skills. Assessments will be conducted before the intervention, immediately after the educational sessions, and three months later to evaluate nursing process knowledge, competency, and clinical reasoning outcomes. |
Who may qualify
- Ages
- 18 to 45 years
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult
Key inclusion criteria (3 listed)
- Undergraduate nursing students enrolled in the Nursing Fundamentals I course for the first time
- Students who attend and complete all educational activities related to the course
- Students who voluntarily agree to participate in the study
Key exclusion criteria (3 listed)
- Graduates of a health vocational high school
- Students who report prior knowledge or formal education related to the nursing process
- Students who are currently employed in any healthcare institution
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 |
|---|---|---|
| Intervention Description - Digital Storytelling GroupParticipants assigned to the intervention group will receive nursing process education supported by digital storytelling within the Nursing Fundamentals I course. A digital story developed by the research team will present a single clinical scenario illustrating the stages of the nursing process, including assessment, diagnosis, planning, implementation, and evaluation. Students will watch the digital story, participate in guided discussions, and analyze the presented scenario to apply the nursing process in a structured manner. This approach aims to promote reflective learning, contextual understanding of the patient situation, and the development of clinical reasoning skills. Educational activities will be conducted during scheduled course sessions as part of the nursing process training. | Other | Digital Storytelling Based Nursing Process Education |
| Control Group (Traditional Case-Based Education)Participants in the control group will receive traditional nursing process education within the Nursing Fundamentals I course. Teaching will be conducted using a written clinical case representing the same patient situation used in the intervention group. Students will analyze the case and apply the steps of the nursing process, including assessment, diagnosis, planning, implementation, and evaluation, through instructor-led explanations and classroom discussion. This approach reflects the conventional educational method used in the course. Outcome assessments will be conducted at the same time points as the intervention group, including before the intervention, immediately after the educational sessions, and three months later, in order to evaluate nursing process knowledge, competency, and clinical reasoning skills. | Other | Digital Storytelling Based Nursing Process Education |
Primary outcome
Nursing Process Knowledge
Time frame: Baseline pre-intervention, immediately after the educational intervention, and 3 months after the intervention.
Change in nursing students' knowledge of the nursing process measured using the Nursing Process Knowledge Test.The student knowledge test consists of 25 multiple-choice questions designed to assess knowledge related to the nursing process. Each correct answer is scored as 4 points and incorrect answers receive 0 points, resulting in a total possible score ranging from 0 to 100. Higher scores indicate a higher level of knowledge. It is expected that students who participate in the digital storytelling-based educational intervention will demonstrate an increase in knowledge scores compared with their baseline scores.
Nursing Process Competency Scale
Time frame: Baseline pre-intervention, immediately after the educational intervention, and 3 months after the intervention.
The Nursing Process Competency Scale (NPCS) is a 24-item instrument comprising five subscales: Data Collection (items 1-4), Patient Problem/Nursing Diagnosis (items 5-9), Planning (items 10-14), Implementation (items 15-21), and Evaluation (items 22-24). Responses are recorded on a five-point Likert scale (1 = I do not trust myself at all, 2 = I do not trust myself, 3 = I feel I need more practice, 4 = I trust myself, 5 = I feel competent in this skill), with no cut-off points or reverse-scored items. Subscale scores are calculated by dividing the total score by the number of items, resulting in mean scores ranging from 1 to 5, where higher scores indicate greater competency in the nursing process.
1 secondary outcome
Clinical Reasoning Skills
Time frame: Baseline pre-intervention, immediately after the educational intervention, and 3 months after the intervention.
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 25 Mar 2026.
- Individual participant dataSharing planned: Undecided. The decision regarding sharing individual participant data has not yet been made. This study involves undergraduate nursing students, and the collected data include personal academic information and responses to educational assessments. Data sharing considerations will take into account participant confidentiality, ethical approvals, and institutional policies. A final plan for data sharing may be developed upon completion of the study and in accordance with applicable regulations and guidelines.
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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.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Intervention Description - Digital Storytelling Group in people with Education, Nursing and Students, Nursing, run by Sakarya 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 3 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: opening soon, as of the sponsor's last update on 25 Mar 2026. 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?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Esin Kelagalar, MSc (+90 5418972303, esinkelagalar@gmail.com), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Nursing Process Knowledge (time frame: Baseline pre-intervention, immediately after the educational intervention, and 3 months after the intervention.). 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 25 Mar 2026.