Diabetes ManagementTeachingNCT07566000
Teaching Diabetes Management Using Two Different Methods
A study testing jigsaw and case based in people with Diabetes Management, run by Amasya University at 1 site in Turkey (Türkiye).
Trial summary
It is essential to evaluate teaching methods and include comprehensive teaching components for optimal educational outcomes. Accordingly, this study will evaluate the effect of teaching diabetes management to nursing students using two different methods. Read more about this study
- Who is it for?
- Ages 18 to 65 yearsHealthy volunteers can take part
- Conditions the study is for
- Diabetes Management
- What is being tested?
- jigsaw and case based
- Type of treatment
- Pill or oral medicine
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 88 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 15 Oct 2025to 16 Jan 2026
- 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 to 65 years
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Students enrolled in the Internal Medicine Nursing course during the 2023-2024 academic year,
- Students who attended the "diabetes management" theoretical course in Internal Medicine Nursing,
- Students who agreed to participate in the study.
Who cannot join
- Students who did not participate in the theoretical and jigsaw/case-based learning application phases of the study,
- Students who did not give their consent to participate in the study.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effects of Teaching Diabetes Management to Nursing Students Using Two Different Methods on Knowledge Level, Critical Thinking, and Self-Efficacy
It is essential to evaluate teaching methods and include comprehensive teaching components for optimal educational outcomes. Accordingly, this study will evaluate the effect of teaching diabetes management to nursing students using two different methods.
Read the detailed description
Introduction and Aim: To provide effective diabetes education for nursing students, it is essential to evaluate teaching methods and include comprehensive teaching components for optimal educational outcomes. Accordingly, this study will evaluate the effect of teaching diabetes management to nursing students using two different methods.
Methods: The research will be conducted using a quasi-experimental research design with a pre-test/post-test control group. The sample will consist of students enrolled in the Internal Medicine Nursing course at a university nursing department. Data will be collected in two time periods: after theoretical information on diabetes and treatment/care practices is provided, and after jigsaw and case-based learning applications are completed. Students will be divided into three groups: jigsaw learning group, case-based learning group, and control group. Data will be collected using a Personal Information Form, Diabetes Knowledge Test, Critical Thinking Tendency Scale, and Self-Efficacy Scale.
- Conditions
- Diabetes Management
- Being tested
- jigsaw, case based
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
jigsawOther
Students in the jigsaw group will be divided into 5 groups of six. Then, the topic content will be divided into five outlines (diabetes classification/symptoms and signs, diabetes treatment (nutrition and exercise), diabetes treatment (insulin and oral antidiabetics), acute and chronic complications of diabetes, patient education in diabetes), and each member of each jigsaw group will be assigned to a specific outline. Students will be asked to study all the material by looking more closely at the given topic. Then, all students assigned to the same outline in the 5 jigsaw groups will be gathered in a group called the "expert group." In this expert group, each student will be asked to share and discuss the information they have gained regarding the specific outline with the other students.
case basedOther
The researcher will provide the students with 5 examples, and five case studies will be conducted with the students in the case-based learning group (cases will include information such as the patient's detailed history, medical diagnosis, a brief summary of the disease, and the medications the patient is using). The case studies used will contain the basic details of diabetes. Necessary background information will be provided, and discussion questions will be determined.
| Study group | Role | What they receive |
|---|---|---|
| jigsaw | Experimental | Students in the jigsaw group will be divided into 5 groups of six. Then, the topic content will be divided into five outlines (diabetes classification/symptoms and signs, diabetes treatment (nutrition and exercise), diabetes treatment (insulin and oral antidiabetics), acute and chronic complications of diabetes, patient education in diabetes), and each member of each jigsaw group will be assigned to a specific outline. Students will be asked to study all the material by looking more closely at the given topic. Then, all students assigned to the same outline in the 5 jigsaw groups will be gathered in a group called the "expert group." In this expert group, each student will be asked to share and discuss the information they have gained regarding the specific outline with the other students. Receives: Other: jigsaw |
| case based | Experimental | The researcher will provide the students with 5 examples, and five case studies will be conducted with the students in the case-based learning group (cases will include information such as the patient's detailed history, medical diagnosis, a brief summary of the disease, and the medications the patient is using). The case studies used will contain the basic details of diabetes. Necessary background information will be provided, and discussion questions will be determined. Receives: Other: case based |
| control | No intervention | Control group: Students in the control group will not be given the simulation exercise; they will only fill out data collection forms during two designated time periods. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Diabetes Knowledge Test
The knowledge test will consist of 20 questions on the physiology, signs, and treatment of septic shock. The questions in the knowledge test will be sent to 5 experts for review, and content validity will be established.
Measured: 4 week
Critical Thinking Tendency Scale
The "Critical Thinking Tendency Scale" was developed in 2012 by Karalı and Battal to measure critical thinking tendencies. The CTTS is a five-point Likert-type scale consisting of 21 items. The scale has two sub-dimensions: "Skills Dimension" and "Values Dimension". The Cronbach's alpha internal consistency reliability coefficient of the scale was found to be 0.91 (Karalı and Battal, 2012). The highest possible score on the "Skills" subscale of the "Critical Thinking Tendency Scale" is 60, and the lowest is 12. The highest possible score on the "Values" subscale is 45, and the lowest is 9. The Cronbach's alpha internal consistency reliability coefficient of the scale was found to be 0.91.
Measured: 4 week
Self-Efficacy Scale
The scale is unidimensional and consists of 10 positive items, therefore it does not contain reverse-coded items. Each item is given a score between 1 and 4, in equal intervals. A higher score indicates higher self-efficacy. The Cronbach's alpha internal consistency reliability coefficient of the scale adapted into Turkish and whose validity and reliability analyses were performed by Yurtçiçek Eren and Başgöl was found to be 0.81.
Measured: 4 week
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted4 May 2026
- Study start15 Oct 2025
- Primary completion15 Dec 2025
- Study completion16 Jan 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Diabetes ManagementStudies 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
- Model description
- The study includes three groups: a jigsaw group, a case-based learning group, and a control group.
- Masking
- None (open label)
- Enrolment
- 88 participants (actual)
Sponsor and investigators
- Lead sponsor
- Amasya University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07566000
- Sponsor's protocol ID
- AU-689
- Other IDs
- NU689
- Acronym
- Teaching
- Status last verified
- Apr 2026
- First submitted
- 24 Apr 2026
- Last updated
- 4 May 2026
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Study at a glance
From the registry record, last updated by the sponsor on 4 May 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effects of Teaching Diabetes Management to Nursing Students Using Two Different Methods on Knowledge Level, Critical Thinking, and Self-Efficacy
- ClinicalTrials.gov ID
- NCT07566000
- Acronym / sponsor ID
- Teaching / AU-689
- Conditions
- Diabetes Management
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 88 participants (actual)
- Lead sponsor
- Amasya UniversityUniversity, hospital or other
- Study start
- 15 Oct 2025 (actual)
- Primary completion
- 15 Dec 2025 (actual)
- Study completion
- 16 Jan 2026 (actual)
- First posted
- 4 May 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.
It is essential to evaluate teaching methods and include comprehensive teaching components for optimal educational outcomes. Accordingly, this study will evaluate the effect of teaching diabetes management to nursing students using two different methods.
Detailed description
Introduction and Aim: To provide effective diabetes education for nursing students, it is essential to evaluate teaching methods and include comprehensive teaching components for optimal educational outcomes. Accordingly, this study will evaluate the effect of teaching diabetes management to nursing students using two different methods.
Methods: The research will be conducted using a quasi-experimental research design with a pre-test/post-test control group. The sample will consist of students enrolled in the Internal Medicine Nursing course at a university nursing department. Data will be collected in two time periods: after theoretical information on diabetes and treatment/care practices is provided, and after jigsaw and case-based learning applications are completed. Students will be divided into three groups: jigsaw learning group, case-based learning group, and control group. Data will be collected using a Personal Information Form, Diabetes Knowledge Test, Critical Thinking Tendency Scale, and Self-Efficacy Scale.
Study design
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 3
- Model description
- The study includes three groups: a jigsaw group, a case-based learning group, and a control group.
| Arm | Type | Receives |
|---|---|---|
| jigsaw | Experimental | Other: jigsawStudents in the jigsaw group will be divided into 5 groups of six. Then, the topic content will be divided into five outlines (diabetes classification/symptoms and signs, diabetes treatment (nutrition and exercise), diabetes treatment (insulin and oral antidiabetics), acute and chronic complications of diabetes, patient education in diabetes), and each member of each jigsaw group will be assigned to a specific outline. Students will be asked to study all the material by looking more closely at the given topic. Then, all students assigned to the same outline in the 5 jigsaw groups will be gathered in a group called the "expert group." In this expert group, each student will be asked to share and discuss the information they have gained regarding the specific outline with the other students. |
| case based | Experimental | Other: case basedThe researcher will provide the students with 5 examples, and five case studies will be conducted with the students in the case-based learning group (cases will include information such as the patient's detailed history, medical diagnosis, a brief summary of the disease, and the medications the patient is using). The case studies used will contain the basic details of diabetes. Necessary background information will be provided, and discussion questions will be determined. |
| control | No intervention | –Control group: Students in the control group will not be given the simulation exercise; they will only fill out data collection forms during two designated time periods. |
Who may qualify
- Ages
- 18 to 65 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- Students enrolled in the Internal Medicine Nursing course during the 2023-2024 academic year,
- Students who attended the "diabetes management" theoretical course in Internal Medicine Nursing,
- Students who agreed to participate in the study.
Key exclusion criteria (2 listed)
- Students who did not participate in the theoretical and jigsaw/case-based learning application phases of the study,
- Students who did not give their consent to participate in the study.
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 |
|---|---|---|
| jigsawStudents in the jigsaw group will be divided into 5 groups of six. Then, the topic content will be divided into five outlines (diabetes classification/symptoms and signs, diabetes treatment (nutrition and exercise), diabetes treatment (insulin and oral antidiabetics), acute and chronic complications of diabetes, patient education in diabetes), and each member of each jigsaw group will be assigned to a specific outline. Students will be asked to study all the material by looking more closely at the given topic. Then, all students assigned to the same outline in the 5 jigsaw groups will be gathered in a group called the "expert group." In this expert group, each student will be asked to share and discuss the information they have gained regarding the specific outline with the other students. | Other | jigsaw |
| case basedThe researcher will provide the students with 5 examples, and five case studies will be conducted with the students in the case-based learning group (cases will include information such as the patient's detailed history, medical diagnosis, a brief summary of the disease, and the medications the patient is using). The case studies used will contain the basic details of diabetes. Necessary background information will be provided, and discussion questions will be determined. | Other | case based |
Primary outcome
Diabetes Knowledge Test
Time frame: 4 week
The knowledge test will consist of 20 questions on the physiology, signs, and treatment of septic shock. The questions in the knowledge test will be sent to 5 experts for review, and content validity will be established.
Critical Thinking Tendency Scale
Time frame: 4 week
The "Critical Thinking Tendency Scale" was developed in 2012 by Karalı and Battal to measure critical thinking tendencies. The CTTS is a five-point Likert-type scale consisting of 21 items. The scale has two sub-dimensions: "Skills Dimension" and "Values Dimension". The Cronbach's alpha internal consistency reliability coefficient of the scale was found to be 0.91 (Karalı and Battal, 2012). The highest possible score on the "Skills" subscale of the "Critical Thinking Tendency Scale" is 60, and the lowest is 12. The highest possible score on the "Values" subscale is 45, and the lowest is 9. The Cronbach's alpha internal consistency reliability coefficient of the scale was found to be 0.91.
Self-Efficacy Scale
Time frame: 4 week
The scale is unidimensional and consists of 10 positive items, therefore it does not contain reverse-coded items. Each item is given a score between 1 and 4, in equal intervals. A higher score indicates higher self-efficacy. The Cronbach's alpha internal consistency reliability coefficient of the scale adapted into Turkish and whose validity and reliability analyses were performed by Yurtçiçek Eren and Başgöl was found to be 0.81.
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 4 May 2026.
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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 jigsaw and case based in people with Diabetes Management, run by Amasya 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 4 May 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?
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?
Diabetes Knowledge Test (time frame: 4 week). The study lists 3 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 4 May 2026.