The Effect of Cooperative Learning Based Simulation Practice on Sustainability in Care

Study Overview
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Brief Summary
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Nurses, who are an individual interacting with their environment, a professional member of the nursing profession providing uninterrupted care to people, and a part of society, are in a very important position in terms of reshaping the interaction of people with environment. For this, they should be supported to gain cognitive and affective competence on issues such as holistic health understanding and relationship between sustainability and nursing care during nursing education. The planned study aims to evaluate the effect of simulation practice based on cooperative learning on developing knowledge, skills and attitudes in nursing students about sustainability in nursing care. The universe of the study, which was planned as a randomized controlled study in an experimental design, will consist of 3rd year nursing students at Düzce University, Department of Nursing. Data will be collected using the Descriptive Characteristics Form, Nursing Sustainability Information Form, the Debriefing Session Form, Sustainability Attitudes in Nursing Survey (SANS-2), and Ecocentric, Anthropocentric and Antipathic Attitude Toward Environment Scale.

Detailed Description
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Introduction: Human health should be considered together with the living and non-living environment in which it interacts in the ecosystem. Nurses, who are an individual interacting with their environment, a professional member of the nursing profession providing uninterrupted care to people, and a part of society, are in a very important position in terms of reshaping the interaction of people with environment. At the same time, the nursing ethics codes updated by ICN in 2021 reveal the responsibilities of nurses in the protection and development of global health as a necessity. However, in order to be able to fulfill their roles and responsibilities, they must first be aware of the necessity of being sustainable in the interaction beings with their environment and understand the impact of their care practices on environmental sustainability. For this, they should be supported to gain cognitive and affective competence on issues such as holistic health understanding, sustainability, the relationship between sustainability and nursing care during nursing education. Aim:The planned study aims to evaluate the effect of simulation practice based on cooperative learning on developing knowledge, skills and attitudes in nursing students about sustainability in nursing care. Theoretical framework: In line with the purpose determined within the scope of the study, the simulation practice will be structured in line with the cooperative learning process. Cooperative learning, which is based on the Social Constructivism Theory, founded by John Dewey and Vygotsky, attaches importance to social and individual differences in learning and sees learning as a product of the social interaction process. Method: The universe of the study, which was planned as a randomized controlled study in an experimental design, will consist of 212 nursing students studying at the 3rd grade level at Düzce University, Department of Nursing in the Fall Semester of the 2022-2023 Academic Year. The number of students to be included in the study sample was calculated as 64 students based on power analysis, and 70 students will form the study sample, taking into account the losses that may occur during the study. Simple random sampling method will be used to determine the students to be included in the study, and block randomization will be used to ensure equal distribution of students to the experimental and control groups. Data will be collected using the Descriptive Characteristics Form (10 questions such as age, gender), Nursing Sustainability Information Form (5 open-ended questions), the Debriefing Session Form (the form shaped by the PEARLS depriefing method will be used after simulation), the Sustainability Attitudes in Nursing Survey (SANS-2) (7-point Likert scale containing 9 items), and Ecocentric, Anthropocentric and Antipathic Attitude Toward Environment Scale (7-point Likert scale containing 26 items). The permission to use scales has been obtained from authors via e-mail. The first measurement will be made in both the experimental and control groups using data collection forms (Descriptive Characteristics Form, Nursing Sustainability Information Form, Sustainability Attitudes in Nursing Survey (SANS-2) and Ecocentric, Anthropocentric and Antipathic Attitude Toward Environment Scale). Daha sonra NurSus Projesi kaynakları doğrultusunda hazırlanan hemşirelikte sürdürülebilirlik üzerine 90 dakikalık bir ders ile her iki grup da aynı oturumda bilgilendirilecektir (http://nursus.eu/home). After this stage, the experimental group students will experience 4-weeks cooperative learning process (will be used the Group Research Technique) that aims to analysis cases related to sustainability in nursing (cases were shaped in line with the resources in the NurSus Project). The control group will analyze the cases individually. After the case analysis process, simulation practice will be carried out in line with the a scenario with both groups. Simulation practice aims to develop the students' ability to transfer their sustainability knowledge and attitudes on nursing skills. And the second measurement will be carried out immediately after the simulation practice (Nursing Sustainability Information Form, Sustainability Attitudes in Nursing Survey (SANS-2), Ecocentric, Anthropocentric and Antipathic Attitude Toward Environment Scale and Debriefing Session Form). In the analysis of the data, within and between group comparisons will be conducted. So, the effect of two different teaching methods (cooperative learning and traditional learning) on gaining nursing students sustainability knowledge, attitudes and skills will be compared.

Official Title
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The Effect of Cooperative Learning Based Simulation Practice on Nursing Students' Knowledge, Skills and Attitudes Towards Sustainability in Care

Conditions
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Nursing Education Research, Nursing Students

Intervention / Treatment
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* Other: Sustainability education in nursing to be given with two different teaching methods


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: 3rd year nursing student Volunteering to participate in the study Exclusion Criteria: -Not wanting to participate in the study

Ages Eligible for Study
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Minimum Age: 18 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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No

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: Triple


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Active Comparator: Control group<br>Students will receive theoretical training on sustainability in nursing, given by the narrative technique, and then the some structured cases will be individually analyze by students based on traditional learning. When the case analysis is finished, a simulation application will be performed with the scenario. | Other: Sustainability education in nursing to be given with two different teaching methods<br>* Sustainability education in nursing to be given with two different teaching methods (cooperative learning versus traditional learning) and the effects of two different teaching methods on the sustainability knowledge, attitude and skill acquisition of nursing students will be compared.<br>|
| Experimental: Experimental group<br>Students will receive theoretical training on sustainability in nursing, given by the narrative technique, and then analyze the some structured cases in groups structured in line with the cooperative learning process. The same cases will be used in the control group. When the case analysis is finished, a simulation application will be performed with the scenario. | Other: Sustainability education in nursing to be given with two different teaching methods<br>* Sustainability education in nursing to be given with two different teaching methods (cooperative learning versus traditional learning) and the effects of two different teaching methods on the sustainability knowledge, attitude and skill acquisition of nursing students will be compared.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Sustainability Attitudes in Nursing Survey (SANS-2) | Students will mark the level of participation for each item (total 9 item)in the 7-point likert scale. | a day before the training | 
| Sustainability Attitudes in Nursing Survey (SANS-2) | Students will mark the level of participation for each item (total 9 item) in the 7-point likert scale. | one hour after the simulation application | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Descriptive Characteristics Form | Students will answer questions about descriptive characteristics such as age and gender. | a day before the training | 
| Nursing Sustainability Information Form | Students will answer open-ended questions about sustainability in nursing care. | a day before the training | 
| Nursing Sustainability Information Form | Students will answer open-ended questions about sustainability in nursing care. | one hour after the simulation application | 
| Ecocentric, Anthropocentric and Antipathic Attitude Toward Environment Scale | Students will mark the level of participation for each item (total 26 item) in the 7-point likert scale. | a day before the training | 
| Ecocentric, Anthropocentric and Antipathic Attitude Toward Environment Scale | Students will mark the level of participation for each item (total 26 item) in the 7-point likert scale. | one hour after the simulation application | 
| Debriefing Session Form | After the simulation application, a debriefing session will be conducted with the students in line with open-ended questions. | one hour after the simulation application | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Nursing students, Simulation, Cooperative learning, Sustainability