Nursing EducationNCT07710378
Impact of Innovation Workshop-Integrated Outcome-Based Education on Critical Thinking and Innovation Skills Among Nursing Students: A Mixed-Methods Study
A study testing Workshop-Integrated Outcome-Based Education in people with Nursing Education, run by Istanbul University at 1 site in Turkey (Türkiye).
Trial summary
This mixed-methods study aims to evaluate the effectiveness of workshop-integrated Outcome-Based Education (OBE) implemented within a Project Planning Course on nursing students' critical thinking motivation and individual innovativeness. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Nursing Education
- What is being tested?
- Workshop-Integrated Outcome-Based Education
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 52 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 18 Feb 2026to 22 May 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 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Being a third-year undergraduate nursing student
- Being 18 years of age or older
- Voluntarily agreeing to participate in the study
Who cannot join
- Being younger than 18 years of age
- Not agreeing to participate in the study
- Providing incomplete responses to the data collection forms
- Withdrawing from the study before completion
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Istanbul University Faculty of Nursing
Istanbul
About this study
This mixed-methods study aims to evaluate the effectiveness of workshop-integrated Outcome-Based Education (OBE) implemented within a Project Planning Course on nursing students' critical thinking motivation and individual innovativeness. The intervention combines outcome-oriented learning objectives with innovation-focused workshop activities, enabling students to develop research projects or patent/utility model proposals through collaborative and experiential learning.
A total of 50 third-year nursing students will participate in the study. Students enrolled in the Project Planning Course will form the intervention group, while students taking other elective courses will serve as the control group. Quantitative data will be collected before and after the course using validated measures of critical thinking motivation and individual innovativeness. In addition, semi-structured interviews will be conducted with students in the intervention group to explore their experiences and perceptions of the workshop-based learning process.
The findings are expected to provide evidence on the effectiveness of innovation workshop-integrated Outcome-Based Education in fostering critical thinking, innovation skills, and professional development among nursing students.
Read the detailed description
Nursing education is increasingly expected to prepare graduates who can think critically, solve complex healthcare problems, and develop innovative solutions in rapidly evolving clinical environments. Outcome-Based Education (OBE) has emerged as an educational framework that focuses on achieving predefined learning outcomes and developing competencies required for professional practice. In parallel, workshop-based learning approaches promote active participation, collaborative problem-solving, and experiential learning.
Within nursing education, project planning courses offer opportunities for students to transform theoretical knowledge into practical outputs through research development and innovation-oriented activities. However, evidence regarding the effectiveness of integrating workshop-based learning with Outcome-Based Education in improving critical thinking and innovation skills among nursing students remains limited.
This study evaluates an educational model that combines OBE principles with innovation-focused workshop activities in a Project Planning Course. Throughout the course, students participate in structured learning activities involving project development, evidence-based nursing, research methodology, innovation, technology readiness assessment, and patent/utility model development. Working in small groups under faculty supervision, students identify real-world healthcare problems and develop feasible research or innovation proposals.
A convergent mixed-methods approach is used to provide a comprehensive evaluation of the educational intervention. Quantitative data are collected to assess changes in critical thinking motivation and individual innovativeness, while qualitative interviews explore students' experiences, perceived learning gains, and reflections on the workshop process. The integration of quantitative and qualitative findings will provide a deeper understanding of how workshop-integrated Outcome-Based Education contributes to the development of competencies considered essential for contemporary nursing practice.
The results of this study may inform curriculum development and support the implementation of innovative educational strategies designed to prepare nursing students for future professional and healthcare challenges.
- Conditions
- Nursing Education
- Being tested
- Workshop-Integrated Outcome-Based Education
- Keywords
- Nursing Education, Outcome-Based Education, Workshop-Based Learning, Critical Thinking, Individual Innovativeness
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Workshop-Integrated Outcome-Based EducationOther
This intervention combines Outcome-Based Education with innovation-focused workshops delivered through a 14-week Project Planning Course. Students participate in project development, problem-solving, and innovation activities under faculty supervision to enhance critical thinking and individual innovativeness.
| Study group | Role | What they receive |
|---|---|---|
| Workshop-Integrated Outcome-Based Education | Experimental | Intervention Arm Description: Participants in this arm will receive a workshop-integrated Outcome-Based Education intervention through a 14-week Project Planning Course. The course includes training on project development, evidence-based nursing, research methodology, innovation, technology readiness levels, and patent/utility model development. During workshop sessions, students work collaboratively in small groups under faculty supervision to identify healthcare-related problems and develop research projects or innovative solutions. The educational approach emphasizes active learning, problem-solving, critical thinking, and innovation-oriented outcomes. Receives: Other: Workshop-Integrated Outcome-Based Education |
| Standard Elective Education | No intervention | Participants in this arm will be students who do not enroll in the Project Planning Course and instead attend other elective courses offered during the same semester. These courses are comparable in terms of workload and credit hours but do not include structured project development activities, innovation workshops, research proposal preparation, or patent/utility model development components. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Critical Thinking Motivation
Change in students' critical thinking motivation measured using the Critical Thinking Motivation Scale (CTMS). The CTMS is a six-point Likert-type measurement tool developed by Valenzuela et al. (2011) to assess motivation toward specific critical thinking tasks. The Turkish adaptation was conducted by Dönmez and Kaya (2016). The scale consists of 19 items grouped under five factors and is structured into two main sub-dimensions: "expectation" and "value." Each item is rated on a scale from 1 to 6. The total score for each sub-dimension is obtained by averaging the item scores within that sub-dimension. The Cronbach's alpha reliability coefficient of the scale has been reported as 0.90. Higher scores on the scale reflect a greater level of motivation for critical thinking, whereas lower scores indicate a diminished motivation for critical thinking. In this study, Cronbach's alpha was found to be 0.86.
Measured: Baseline (Week 1) and post-intervention (Week 14)
Individual Innovativeness Scale
The IIS was developed by Hurt et al. (1977) to assess individuals' levels of innovativeness and was later adapted into Turkish by Kılıçer and Odabaşı (2010). The scale consists of 20 items grouped into four factors: Resistance to Change, which reflects individuals' concerns about innovation and change; Opinion Leadership, representing qualities that distinguish individuals from others in their group; Openness to Experience, measuring individuals' willingness to seek and try new innovations; and Risk-Taking, assessing individuals' motivation to persist despite uncertainties. The scale is based on a five-point Likert-type response system. The Cronbach's alpha internal consistency coefficient for the scale has been reported as 0.82. Based on the calculated scores, individuals are categorized as follows: Innovators: >80 points, Early Adopters: 69-80 points, Early Majority (Questioners): 57-68 points, Late Majority (Skeptics): 46-56 points, Laggards (Traditionalists): <46 points. In this s
Measured: Baseline and immediately after completion of the 14-week intervention
Secondary outcomes (1)
Participants' experiences with the workshop-based project planning course
Participants' experiences, perceptions, and perceived learning outcomes will be assessed using individual semi-structured interviews. Interview transcripts will be analyzed using reflexive thematic analysis to identify common themes related to critical thinking, innovation, research competence, and the learning process.
Measured: Week 14 (upon completion of the course)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted17 Jul 2026
- Study start18 Feb 2026
- Primary completion22 May 2026
- Study completion22 May 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (3)Papers the sponsor has linked to this study.
- Other trials for Nursing EducationStudies of the same condition, open and under way.
- More trials run by Istanbul 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
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Model description
- This study uses a non-randomized, two-group, quasi-experimental interventional model with a convergent mixed-methods design. Participants are allocated to either the intervention group or the control group according to their elective course enrollment. The intervention group consists of students enrolled in the Project Planning Course, while the control group consists of students enrolled in other elective courses with comparable academic workload and credit hours. Quantitative pre-test and post-test measurements are combined with qualitative interviews to evaluate both measurable outcomes and participants' experiences.
- Masking
- None (open label)
- Enrolment
- 52 participants (actual)
Sponsor and investigators
- Lead sponsor
- Istanbul University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Merve Tuncer, Istanbul University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07710378
- Sponsor's protocol ID
- 2026-1
- Status last verified
- Jun 2026
- First submitted
- 7 Jun 2026
- Last updated
- 17 Jul 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Individual participant data will not be made publicly available because the study involves a small sample of students from a single institution, which may increase the risk of participant identification. Only aggregated and anonymized study findings will be reported in publications and presentations.
Publications
Gao L, Lu Q, Hou X, Ou J, Wang M. Effectiveness of a nursing innovation workshop at enhancing nurses' innovation abilities: A quasi-experimental study. Nurs Open. 2022 Jan;9(1):418-427. doi: 10.1002/nop2.1080. Epub 2021 Oct 23.
PubMed 34687153Bahari G, Alenazi L, Alkathiri AM. The implementation of artificial intelligence in nursing education and its psychological impact on nursing students: A cross-sectional study. Nurse Educ Today. 2025 Oct;153:106816. doi: 10.1016/j.nedt.2025.106816. Epub 2025 Jun 19.
PubMed 40544672Aley M, Lee R, Wang J, Wang J, Zheng S. Project-based learning and student outcomes in health professions education: A literature review. Health Professions Education. 2023;9(3):251-266.
Study at a glance
From the registry record, last updated by the sponsor on 17 Jul 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Impact of Innovation Workshop-Integrated Outcome-Based Education on Critical Thinking and Innovation Skills Among Nursing Students: A Mixed-Methods Study
- ClinicalTrials.gov ID
- NCT07710378
- Acronym / sponsor ID
- 2026-1
- Conditions
- Nursing Education
- Keywords
- Nursing Education, Outcome-Based Education, Workshop-Based Learning, Critical Thinking, Individual Innovativeness
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 52 participants (actual)
- Lead sponsor
- Istanbul UniversityUniversity, hospital or other
- Study start
- 18 Feb 2026 (actual)
- Primary completion
- 22 May 2026 (actual)
- Study completion
- 22 May 2026 (actual)
- First posted
- 17 Jul 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.
This mixed-methods study aims to evaluate the effectiveness of workshop-integrated Outcome-Based Education (OBE) implemented within a Project Planning Course on nursing students' critical thinking motivation and individual innovativeness. The intervention combines outcome-oriented learning objectives with innovation-focused workshop activities, enabling students to develop research projects or patent/utility model proposals through collaborative and experiential learning.
A total of 50 third-year nursing students will participate in the study. Students enrolled in the Project Planning Course will form the intervention group, while students taking other elective courses will serve as the control group. Quantitative data will be collected before and after the course using validated measures of critical thinking motivation and individual innovativeness. In addition, semi-structured interviews will be conducted with students in the intervention group to explore their experiences and perceptions of the workshop-based learning process.
The findings are expected to provide evidence on the effectiveness of innovation workshop-integrated Outcome-Based Education in fostering critical thinking, innovation skills, and professional development among nursing students.
Detailed description
Nursing education is increasingly expected to prepare graduates who can think critically, solve complex healthcare problems, and develop innovative solutions in rapidly evolving clinical environments. Outcome-Based Education (OBE) has emerged as an educational framework that focuses on achieving predefined learning outcomes and developing competencies required for professional practice. In parallel, workshop-based learning approaches promote active participation, collaborative problem-solving, and experiential learning.
Within nursing education, project planning courses offer opportunities for students to transform theoretical knowledge into practical outputs through research development and innovation-oriented activities. However, evidence regarding the effectiveness of integrating workshop-based learning with Outcome-Based Education in improving critical thinking and innovation skills among nursing students remains limited.
This study evaluates an educational model that combines OBE principles with innovation-focused workshop activities in a Project Planning Course. Throughout the course, students participate in structured learning activities involving project development, evidence-based nursing, research methodology, innovation, technology readiness assessment, and patent/utility model development. Working in small groups under faculty supervision, students identify real-world healthcare problems and develop feasible research or innovation proposals.
A convergent mixed-methods approach is used to provide a comprehensive evaluation of the educational intervention. Quantitative data are collected to assess changes in critical thinking motivation and individual innovativeness, while qualitative interviews explore students' experiences, perceived learning gains, and reflections on the workshop process. The integration of quantitative and qualitative findings will provide a deeper understanding of how workshop-integrated Outcome-Based Education contributes to the development of competencies considered essential for contemporary nursing practice.
The results of this study may inform curriculum development and support the implementation of innovative educational strategies designed to prepare nursing students for future professional and healthcare challenges.
Study design
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- This study uses a non-randomized, two-group, quasi-experimental interventional model with a convergent mixed-methods design. Participants are allocated to either the intervention group or the control group according to their elective course enrollment. The intervention group consists of students enrolled in the Project Planning Course, while the control group consists of students enrolled in other elective courses with comparable academic workload and credit hours. Quantitative pre-test and post-test measurements are combined with qualitative interviews to evaluate both measurable outcomes and participants' experiences.
| Arm | Type | Receives |
|---|---|---|
| Workshop-Integrated Outcome-Based Education | Experimental | Other: Workshop-Integrated Outcome-Based EducationIntervention Arm Description: Participants in this arm will receive a workshop-integrated Outcome-Based Education intervention through a 14-week Project Planning Course. The course includes training on project development, evidence-based nursing, research methodology, innovation, technology readiness levels, and patent/utility model development. During workshop sessions, students work collaboratively in small groups under faculty supervision to identify healthcare-related problems and develop research projects or innovative solutions. The educational approach emphasizes active learning, problem-solving, critical thinking, and innovation-oriented outcomes. |
| Standard Elective Education | No intervention | –Participants in this arm will be students who do not enroll in the Project Planning Course and instead attend other elective courses offered during the same semester. These courses are comparable in terms of workload and credit hours but do not include structured project development activities, innovation workshops, research proposal preparation, or patent/utility model development components. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- Being a third-year undergraduate nursing student
- Being 18 years of age or older
- Voluntarily agreeing to participate in the study
Key exclusion criteria (4 listed)
- Being younger than 18 years of age
- Not agreeing to participate in the study
- Providing incomplete responses to the data collection forms
- Withdrawing from the study before completion
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 |
|---|---|---|
| Workshop-Integrated Outcome-Based EducationThis intervention combines Outcome-Based Education with innovation-focused workshops delivered through a 14-week Project Planning Course. Students participate in project development, problem-solving, and innovation activities under faculty supervision to enhance critical thinking and individual innovativeness. | Other | Workshop-Integrated Outcome-Based Education |
Primary outcome
Critical Thinking Motivation
Time frame: Baseline (Week 1) and post-intervention (Week 14)
Change in students' critical thinking motivation measured using the Critical Thinking Motivation Scale (CTMS). The CTMS is a six-point Likert-type measurement tool developed by Valenzuela et al. (2011) to assess motivation toward specific critical thinking tasks. The Turkish adaptation was conducted by Dönmez and Kaya (2016). The scale consists of 19 items grouped under five factors and is structured into two main sub-dimensions: "expectation" and "value." Each item is rated on a scale from 1 to 6. The total score for each sub-dimension is obtained by averaging the item scores within that sub-dimension. The Cronbach's alpha reliability coefficient of the scale has been reported as 0.90. Higher scores on the scale reflect a greater level of motivation for critical thinking, whereas lower scores indicate a diminished motivation for critical thinking. In this study, Cronbach's alpha was found to be 0.86.
Individual Innovativeness Scale
Time frame: Baseline and immediately after completion of the 14-week intervention
The IIS was developed by Hurt et al. (1977) to assess individuals' levels of innovativeness and was later adapted into Turkish by Kılıçer and Odabaşı (2010). The scale consists of 20 items grouped into four factors: Resistance to Change, which reflects individuals' concerns about innovation and change; Opinion Leadership, representing qualities that distinguish individuals from others in their group; Openness to Experience, measuring individuals' willingness to seek and try new innovations; and Risk-Taking, assessing individuals' motivation to persist despite uncertainties. The scale is based on a five-point Likert-type response system. The Cronbach's alpha internal consistency coefficient for the scale has been reported as 0.82. Based on the calculated scores, individuals are categorized as follows: Innovators: >80 points, Early Adopters: 69-80 points, Early Majority (Questioners): 57-68 points, Late Majority (Skeptics): 46-56 points, Laggards (Traditionalists): <46 points. In this s
1 secondary outcome
Participants' experiences with the workshop-based project planning course
Time frame: Week 14 (upon completion of the course)
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 17 Jul 2026.
- Background: PubMed 34687153Gao L, Lu Q, Hou X, Ou J, Wang M. Effectiveness of a nursing innovation workshop at enhancing nurses' innovation abilities: A quasi-experimental study. Nurs Open. 2022 Jan;9(1):418-427. doi: 10.1002/nop2.1080. Epub 2021 Oct 23.
- Background: PubMed 40544672Bahari G, Alenazi L, Alkathiri AM. The implementation of artificial intelligence in nursing education and its psychological impact on nursing students: A cross-sectional study. Nurse Educ Today. 2025 Oct;153:106816. doi: 10.1016/j.nedt.2025.106816. Epub 2025 Jun 19.
- BackgroundAley M, Lee R, Wang J, Wang J, Zheng S. Project-based learning and student outcomes in health professions education: A literature review. Health Professions Education. 2023;9(3):251-266.
- Individual participant dataSharing planned: No. Individual participant data will not be made publicly available because the study involves a small sample of students from a single institution, which may increase the risk of participant identification. Only aggregated and anonymized study findings will be reported in publications and presentations.
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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 Workshop-Integrated Outcome-Based Education in people with Nursing Education, run by Istanbul 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 4 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 17 Jul 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?
Critical Thinking Motivation (time frame: Baseline (Week 1) and post-intervention (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?
On the ClinicalTrials.gov record for NCT07710378, which also lists 3 linked publications.
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 17 Jul 2026.