Nursing Education and Collaborative Learning

Study Overview
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Brief Summary
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Nursing education; It is the process of gaining cognitive, affective and psychomotor skills. Students gain professional competence by equipping them with these skills. Collaborative learning; It not only increases the interaction between the student and the student, but also allows the student to actively participate in the learning process and take responsibility. Thus, it is expected that the quality of health care services will increase with the graduation of nurses who are equipped in terms of knowledge, professional skills and social skills and who have advanced creativity skills. The aim of the study was to examine the effect of the collaborative learning model-based nursing education course on nursing students' creative thinking tendencies and self-regulated learning skills.

Detailed Description
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The aim of the study was to examine the effect of the collaborative learning model-based nursing education course on nursing students' creative thinking tendencies and self-regulated learning skills. The research is quasi-experimental with a single-group pretest-posttest design. Hypotheses: Students who receive nursing education with a collaborative learning model have a high disposition to think creatively after education. Students who receive nursing education with a collaborative learning model have high self-regulated learning skills after education. The universe of the research consisted of 3rd year nursing students studying at a university (N:112). The sample consists of all students who enrolled in the 3rd grade, took the nursing education course, volunteered to participate in the research and attend the course. The training program is based on the collaborative learning model. Students participating in the research will take 4 hours of theoretical and 4 hours of clinical practice courses per week for 12 weeks and a patient education plan will be created in clinical practice. The research will be evaluated with the Marmara Creative Thinking Disposition Scale and the Self-Regulated Learning Scale for Clinical Nursing Practices before the education and after the education

Official Title
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The Effect of Collaborative Learning on Students' Creative Thinking Disposition and Self-Regulated Learning in the Nursing Education Course: A Single Group Pre-test Post-test Study

Conditions
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Nursing Education

Intervention / Treatment
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* Other: Collaborative Learning Group


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Third-year students who took the course basics of nursing, internal medicine nursing, physiology, pathology, and who voluntarily participated in the study and were not absent were included in the study. Exclusion Criteria: Students in other classes Those who do not volunteer to participate in the research Students who are absent

Ages Eligible for Study
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Minimum Age: 19 Years
Maximum Age: 35 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: Supportive Care
Intervention Model: Single Group Assignment
Interventional Model Description: Marmara Creative Thinking Disposition Scale and Self-Regulated Learning Scale for Clinical Nursing Practices will be administered to the students who have been informed about the research, after their individual consent has been obtained. Students participating in the research will take 4 hours of theoretical and 4 hours of clinical practice courses for 12 weeks, and a patient education plan will be created in clinical practices.
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Experiment group<br>The experimental group will be given collaborative learning-based nursing education for twelve weeks. | Other: Collaborative Learning Group<br>* The experimental group is the group that receives nursing education based on collaborative learning.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Self-Regulated Learning Scale for Clinical Nursing Practices | The scale developed by Şenol and Orgun (2018); It consists of two sub-dimensions, motivation (seven items), learning strategies (nine items) and 16 questions. The scale is 5-point Likert type (1: I strongly disagree, 5: I strongly agree). There is no reverse item in the scale and the minimum score that can be taken from the scale is 16 and the maximum score is 80. The overall reliability of the scale is Cronbach's alpha internal consistency coefficient α = 0.89. As the total score increases, the self-regulated learning of the student increases. | 1 week | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Marmara Creative Thinking Dispositions Scale | The scale developed by Özgenel and Çetin (2017); It consists of six sub-dimensions and 25 questions: self-discipline (five items), novelty seeking (eight items), courage (four items), curiosity (three items), doubt (two items), and flexibility (three items). The scale is 5-point Likert type (1: Never, 5: Always). There is no reverse item in the scale and the minimum score that can be taken from the scale is 25 and the maximum score is 125. The overall reliability of the scale is Cronbach's alpha internal consistency coefficient α = 0.87. As the total score increases, the creative thinking dispositions of the student increases. | 1 week | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Collaborative Learning, nursing students, creative thinking, self-regulated learning