Evaluation of a Model-Based CBRN Training Program

Study Overview
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Brief Summary
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The aim of the study is to evaluate the effect of the Education Program based on the Mastery Learning Model for Chemical, Biological, Radiological, and Nuclear threats and hazards (MLM-CBRN Education Program) on student nurses' knowledge, attitude, self-efficacy, and skill development in chemical, biological, radiological and nuclear threats and hazards. The complete experimental design type was used in the study.

Detailed Description
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The aim of the study is to evaluate the effect of the Education Program based on the Mastery Learning Model for Chemical, Biological, Radiological, and Nuclear threats and hazards (MLM-CBRN Education Program) on student nurses' knowledge, attitude, self-efficacy, and skill development in chemical, biological, radiological and nuclear threats and hazards. The complete experimental design type was used in the study. The study sample comprised 104 4th-year nursing students (52 in the experimental group, 52 in the control group). The MLM-CBRN Education Program was carried out with the students in the experimental group face-to-face as theoretical and practical education once a week for four weeks. As a criterion for starting a new unit, 80% of the participants needed to receive minimum 70 points from the unit follow-up tests in line with the Learning Objective determined within the scope of the Mastery Learning Model. The data were collected before and right after the intervention and in the 1st and 3rd months after the intervention using the Personal Information Form, Nursing Student CBRN Knowledge Test, Nursing Student CBRN Attitude Scale, and Nursing Student CBRN Self-Efficacy Scale. Moreover, only the knowledge scores of the students in the experimental group were collected using the unit follow-up tests, which enabled us to check whether the Learning Objective related to the unit taught was achieved. During the skill training, the START Triage and JumpSTART Triage Skill Check List, Gas Mask Wearing-Removing Skill Check List, and Level C Clothes Wearing-Removing Skill Check List were scored for each student in the experimental group after observing the students twice.

Official Title
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The Effect of Chemical Biological Radiological and Nuclear Training Program Based on Mastery Learning Model on the Learning Outcome of Student Nurses

Conditions
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Chemical Accident, Radiation Exposure, Biological Substance Poisoning

Intervention / Treatment
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* Behavioral: Mastery Learning Model for Chemical, Biological, Radiological, and Nuclear threats and hazards (MLM-CBRN Education Program) on student nurses


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Being a senior nursing undergraduate student Not having received CBRN training Exclusion Criteria: Be a full-time worker in a healthcare institution Having taken courses on disaster and CBRN

Ages Eligible for Study
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Minimum Age: 20 Years
Maximum Age: 30 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Other
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Experimental<br>The Effect of the Education Based on the Mastery Learning Model on the Practical Skills of Student Nurses in Chemical, Biological, Radiological, and Nuclear Hazards. The MLM-CBRN Education Program was carried out with the students in the experimental group face-to-face as theoretical and practical education once a week for four weeks. | Behavioral: Mastery Learning Model for Chemical, Biological, Radiological, and Nuclear threats and hazards (MLM-CBRN Education Program) on student nurses<br>* The MLM-CBRN Education Program was carried out with the students in the experimental group face-to-face as theoretical and practical education once a week for four weeks. . The data were collected before and right after the intervention and in the 1st and 3rd months after the intervention using the Personal Information Form, Nursing Student CBRN Knowledge Test, Nursing Student CBRN Attitude Scale, and Nursing Student CBRN Self-Efficacy Scale. Moreover, only the knowledge scores of the students in the experimental group were collected using the unit follow-up tests, which enabled us to check whether the Learning Objective related to the unit taught was achieved. During the skill training, the START Triage and JumpSTART Triage Skill Check List, Gas Mask Wearing-Removing Skill Check List, and Level C Clothes Wearing-Removing Skill Check List were scored for each student in the experimental group after observing the students twice.<br>|
| No Intervention: Control<br>No intervention | |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Individual Information Form | It consists of items questioning the students' demographic data, their school success, and whether they have received a CBRN education or not. | up to 24 weeks | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Nursing Student CBRN Knowledge Test | Knowledge Test used to determine the knowledge level of nursing students about CBRN consists of 31 items. The answer options of true and false statements. The score that can be obtained from the test varies between 0-31. The results get improve as the points are received.KR-20 was calculated as 0.82 | up to 24 weeks |