Clinical trial NCT06817317: The Effect of Two Different Learning Methods on Disaster Perception and Management in Nursing Students
Official title: The Effect of Two Different Learning Methods on the Perception of Disaster Preparedness and Competences Related to Disaster Management in Nursing Students: a Randomized Controlled Trial
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Students, Nursing
Learning Techniques
Keywords: peer education
self learning
model based training
disaster preparedness
disaster management
Lead sponsor: Zonguldak Bulent Ecevit University
Sponsor class: OTHER
First posted: 2025-02-10
Enrollment: 64
Sex: ALL
Minimum age (years): 18
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: Intervention group: Model Based Training Group; Intervention group: Peer and Self-Learning Group; Control group: routine education programme
Primary purpose: HEALTH_SERVICES_RESEARCH

Brief summary: This study was planned to evaluate the effect of two different learning methods on the perception of disaster preparedness and competences related to disaster management in nursing students.

Detailed description: Disasters are an important public health problem due to their unpredictable duration, disruptions in society and health services, loss of life and property, significant economic losses, deterioration in psycho-social welfare and their effects in subsequent periods. Disaster events are events that exceed the local response capacity, where existing resources are insufficient in demand and require external assistance at international level. Therefore, disasters should be addressed not only in terms of their devastating effects but also in terms of the appropriate preparedness of the available resources in the community. Especially in the event of a disaster, it is certain that the demand for life-threatening medical care will increase, and the presence of timely accessible, equipped and prepared health workers is very important in disaster response.

Considering the increasing frequency of disasters and large-scale public health emergencies, this situation makes the disaster-related aspects of nursing particularly important. Nurses can serve as first responders, direct health care providers, point of care coordinators, information sources, educators and counsellors in disaster areas. However, most nurses and nursing students are not properly prepared for disaster situations.

Many disaster nursing education programmes are offered as themes within existing courses (health protection and promotion, public health and emergency nursing courses) through elective courses, seminars and conferences. As in many other areas of undergraduate nursing education, disaster education often adopts traditional instructor-centred teaching methods. According to the students' point of view, this teaching strategy has a monotonous and boring structure and may negatively affect the students' willingness to learn by shortening their attention span.

Simulation and scenario-based disaster nursing education programmes using standardised patients can be useful in disaster nursing education by improving students' skills and preparation. In case of disaster, models allow nurses to provide better service and performance.

In addition, peer-assisted and self-directed learning method content and teaching strategies aim to improve students' autonomy by incorporating students' feedback and comments into the design of the course. Student-centred education can consist of a variety of teaching tools and techniques, online audio-visual materials, activities, games and storytelling that reflect students' preferences. The student-centred education approach plays an important role in supporting the public health infrastructure and is receiving increasing attention in studies related to disaster preparedness and response.

In this study, it is aimed to evaluate the effect of two different learning methods on the perception of disaster preparedness and competencies related to disaster management in nursing students.

Eligibility criteria: Inclusion Criteria:

* 18 years of age or older Active student registration in the system between the specified dates Accepted to participate in the study verbally and in writing after being informed Who have not received training on disaster management before General health status (systemic, consciousness, sensation) is suitable for the research process

Exclusion Criteria:

* Having theoretical/practical training on disaster management Non-volunteering

Primary outcomes:
measure: Introductory information form
timeFrame: All groups were administered a pre-test before the intervention, a post-test at the end of the 5-week intervention, a 1-month follow-up, a 3-month follow-up and a 6-month follow-up.
measure: Nurses' Perception of Disaster Preparedness Scale
timeFrame: Pre-test before intervention, post-test at the end of 5-week intervention, 1-month follow-up, 3-month follow-up and 6-month follow-up stages were applied to all groups.
Secondary outcomes:
measure: Nurses' Competence Assessment Scale for Disaster Management
timeFrame: Pre-test before intervention, post-test at the end of 5-week intervention, 1-month follow-up, 3-month follow-up and 6-month follow-up stages were applied to all groups.
Other outcomes:
Locations:
city: Zonguldak
country: Turkey
facility: Zonguldak Bulent Ecevit University
Study officials:
References: