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The general objective of this study is to validate a mobile application as a pedagogical tool compared to in-person nursing educational instruction for teaching clinical nursing skills and evaluate the effectiveness of clinical nursing skills for nursing students.
The study design is a basic experimental study design, randomized control trial (RCT) design; the dependent variables measured in this study are skills, self-directed learning ability, online academic emotion, and satisfaction by using pre- and posttests; two groups are participating in this study; experimental and control group. The control group treatment is traditional face-to-face teaching, and the experimental group intervention is online and offline blended learning based on the Chaoxing app. The study process includes four steps：
Study title:
The Effectiveness of A Mobile Application for Teaching Clinical Nursing Skill at A Higher Education Institution in Chenzhou, China
General objective:
The general objective of this study is to validate a mobile application as a pedagogical tool compared to in-person nursing educational instruction for teaching clinical nursing skills and evaluate the effectiveness of clinical nursing skills for nursing students.
The study design is a basic experimental study design, randomized control trial (RCT) design; the dependent variables measured in this study are skills, self-directed learning ability, online academic emotion, and satisfaction by using pre- and posttests; two groups are participating in this study; experimental and control group. The control group treatment is traditional face-to-face teaching, and the experimental group intervention is online and offline blended learning based on the Chaoxing app. The study process includes four steps：
Study Location:
This study will be conducted at Xiangnan University in Chenchou city Hunan province in China, Chenzhou city is in the southeast of China.
Study Design:
The study design was a prospective, single-blind experimental design, randomized control trial (RCT) design.
Study population & Setting The sample will consist of third-year undergraduate nursing students at a university in Chenzhou, southeast China. They are between 19 and 22 years old. In the early stage, students have completed one year of basic medical courses and mastered the relevant knowledge of human anatomy, physiology, and pathology. Students are active in thinking, have intense curiosity, and have a certain ability to understand and self-learning. However, students are exposed to clinical practice skills for the first time and have little exposure to clinical practice in the early stage, resulting in poor comprehensive analysis ability and unfamiliar skills operation.
Sample size calculation:
The sample size estimate was calculated based on the primary measure of self-learning ability. Sample size calculation is performed by using G*POWER software (version 3.1.9.4) and consists of the following steps: (1) Select the test family (t-test ), (2) Select the statistical test (Means: Difference between two independent means (two groups)), (3) Select the Type of power analysis (A priori: Compute required sample size - given α, power, and effect size), (4) Select tails (two), α err prob (0.05), Power (1-β err prob) (0.95), Allocation ratio N2/N1 is one (each group = n) n= the estimated sample size. Effect Size (ES) = 0.55, automatically calculated by G*Power software, depending on the sample size of the previous studies (Luo Qiaoling, 2020) ,(Zhang Y H,2015),(Li X M, 2021), the effect size is calculated by selecting these similar studies fitted to the researchers' study, the reasonable sample size which is (n=166) will be taken as the minimum sample size for this study, and the minimum sample size for each group will be 83 participants.
Sampling method:
Cluster random sampling was used after obtaining ethical approval and permission to conduct the study from the Ethics Committee of Xiangnan University, China (Ethics Registration No. 2022YXLL030) and the Jawatankuasa Etika Penyelidikan Manusia, Universiti Sains Malaysia (JEPeM-USM), the study protocol code USM/JEPeM/KK/23020172. The cluster sampling method of the participants was used to select all the undergraduate students in 2021 from the School of Nursing of Xiangnan University, Chenzhou, China. Computer-generated randomization (Random Allocation Software, version 1.0) was applied in blocks to allocate the classes by distributing them into two arms: one is the control group, and the other is the experimental group.
Study process steps:
(i) In the Pre-Test, the estimated time to fill will be 15 minutes maximum; it consists of 2 sections. The first section includes the consent form and ten questions about demographical data; the second section includes a self-directed learning ability assessment and consists of 20 MCQ questions. The pre-test will be filled out by both the control and interventional groups.
(ii) The intervention, volunteer participation, takes about two months for both the control and interventional groups. The control group will adopt the traditional face-to-face teaching mode, and the interventional group will adopt the mode of online and offline blended learning based on the Chaoxing app.
(iii) In the post-test, the interventions are finished, and an examination evaluation will be immediately given to both group's participants, including online academic emotional, self-directed learning ability, and class satisfaction assessment with a total of 55 MCQ questions, which will be 30 minutes maximum.
Ethical Considerations：
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Blended learning group | Experimental | The Intervention group will adopt the mode of online and offline blended learning based on the Chaoxing mobile application (Chaoxing app). The researchers will create surgical nursing practice courses on the Chaoxing app, and the experimental group will be subjected to 2 months of online and offline blended teaching intervention using the Chaoxing app. |
|
| Traditional teaching group | Active Comparator | The control group will adopt the traditional face-to-face teaching method for the surgical nursing practice course. The teacher will demonstrate the process, and the students will practice. The teacher demonstrates each step, and the students practice each step. |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Online and offline blended teaching | Behavioral | The Chaoxing app is an interventional tool, a professional mobile learning platform for smartphones, tablet computers, and other mobile terminals. They will learn the online course on the Chaoxing app and carry out offline classroom learning. The online courses focus on teaching design to make teaching PowerPoint, teaching videos, micro-lessons, homework library, and so on. |
| Measure | Description | Time Frame |
|---|---|---|
| The effects of surgical nursing practical online courses using Chaoxing app on the skills score | Skill test will be given after both groups students have completed the course. The same academic grading scale will be used for both groups that formulated with the approval of the Teaching and Research Section. Exam scores will only be used for this study, It will not impact the score or grading of the students and do not serve as a final grade of the student. | Hence the interventions finished, and an examination evaluation will be immediately given to the both groups participants. |
| Self-directed learning ability | The level of Self-directed learning ability will be measured by the Self-Directed Learning Instrument (SDLI) for Nursing Students developed by Cheng S F et al. (Cheng, S. F.,2010) from Taiwan, which is a self-evaluation scale of nursing students' autonomous learning ability. After reliability and validity testing of Chinese version, it popularized and used in Mainland China (Shen, W. Q., 2014). The scale including learning motivation, plan and implement, self management, interpersonal communication, 4 dimensions, a total of 20 items. | Hence the interventions finished, and an examination evaluation will be immediately given to the both groups participants. |
| Measure | Description | Time Frame |
|---|---|---|
| Online academic emotional assessment | The online academic emotion scale was developed by Pekrun(Pekrun R, 2002) et al., introduced by Zhan Yi(Zhan Yi,2016), and later modified by Liu Junling (Liu Junling, 2019)et al., combined with the characteristics of online learning for college students, and finally formed the Online Academic Emotion Scale for College Students. The scale included 3 dimensions, 6 kinds of emotions and 25 items, negative low arousal emotion (8 items), negative high arousal emotion (9 items), positive high arousal emotion (8 items); Likert5-point scoring method was used in the scale, with 1-5 points for "very inconsistent", "inconsistent", "general", "consistent" and "very consistent"; The higher the score of each dimension, the more significant the relevant emotional experience. Validation in Chinese version has been done by Liu Junling, 2019 and the cronbach's α coefficient of the scale was 0.89, and cronbach's a coefficient of each dimension were 0.790-0.897. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Afang Li | Xiangnan University, China | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Afang Li | Chenzhou | Hunan | 423000 | China |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| Background | Arslan, G. G., Ozden, D., Goktuna, G., & Ayik, C. (2018). A study on the satisfaction of students for the time spent watching video-based learning during their basic nursing skills' training. International Journal of Caring Sciences, 11(1), 427-436. | ||
| Background | Arguel, A., & Jamet, E. (2009). Using video and static pictures to improve learning of procedural contents. Computers in human behavior, 25(2), 354-359. | ||
| Background | Chiang, V. C. (2015). Continuous Clinical Assessment (CCA) in Baccalaureate Nursing Education: The Application of Action Research. Journal of Problem-Based Learning, 2(1), 35-47. https://doi.org/10.24313/jpbl.2015.2.1.35. | ||
| Background | Debande, O., 2004. ICTs and the development of e-learning in Europe: the role of the public and private sectors. European Journal of Education, 39(2) 191-208. https://www.jstor.org/stable/1503883. | ||
| Background | Duan Zhigang, SUN Hong-yu, LIU Lin. Nursing Education [M].Version5. Beijing: People's Medical Publishing House, 2022. | ||
| Background | Fox, S., Mckeogh, F., 2003. Can e-learning promote higher-order learning without tutor overload? Open Learning 18(2) 121-134. https://doi.org/10.1080/02680510307410. | ||
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Only the participant data related to the study after participate and publication consent without mentioned name, ID, email...and providing the privacy.
after finish and publish the study and will not use in any other study
Data is kept properly and handled only in the research. In addition, the researchers also emphasized that only research groups can access the relevant data in this research and not use it in the future without consent from the participants; moreover, after finishing the study, the data will archive properly according to the policy.
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|
| Traditional teaching | Behavioral | The researchers will implement the traditional teaching intervention of a surgical nursing practice course to the control group, and the teacher will demonstrate the operation procedure to the students face to face offline, and the students will practice. The whole intervention time is two months. |
|
| Hence the interventions finished, and an examination evaluation will be immediately given to the both groups participants. |
| Class satisfaction assessment | The teaching satisfaction evaluation scale was developed by Chinese researcher Fengqin Xu (Xu, 2020) et al.,which, consists of 6 items, Stimulate learning interest and enthusiasm for participation, contribute to knowledge understanding and consolidation of knowledge, help to improve self-learning ability, help Reasonable allocation of time, helpful to the sharing of teaching resources and overall evaluation of the training method. According to the content of this study, the researcher changed the last item overall evaluation of the training method to an overall evaluation of the teaching method. using the Likert 5 scoring method, Very dissatisfied~very satisfied, 0~4 points, total score 0~24 points, total score the higher the score, the more satisfied the respondents are. The cronbach α coefficient of the questionnaire 0.90 and 0.93 for content validity(Xu, 2020). | Hence the interventions finished, and an examination evaluation will be immediately given to the both groups participants. |
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