Experiential Learning and Critical Thinking: An Explorati... | NCT06607952

NCT06607952

ID	Type	Description	Link
EZRPF6P0041	Other Grant/Funding Number	MOE teaching practice research program of Taiwan

Status Module

Description Module

Detailed Description

This study is a two-group, pre- and post-test, parallel, non-blind randomized controlled trial. This educational practice research project will use scenario-based case videos as the intervention, with experiential learning and critical thinking as the teaching strategies. The goal is to guide students through experiential learning of emergency nursing via videos, using the seven core competencies of the mini-CEX (Physical Assessment, Clinical Judgment, Nursing Interventions, Communication, Empathy, Counseling and Education, Teamwork) to design lesson plans, reflection sheets, and learning materials. Students will be encouraged to critical thinking health issues, strengths, weaknesses, and improvement suggestions in the care process, providing feedback on emergency care.

This study will design five scenario-based lesson plans on topics including triage, meningeal hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. Videos for these scenarios will be created and edited based on these lesson plans.

Convenience sampling will be used to select first-year nursing students from a technology university in Southern Taiwan as participants. Classes will be randomly assigned to either the experimental group or the control group, with an estimated sample size of about 50-60 students per class, totaling 120 participants.

The experimental group will receive the new teaching method involving five scenario-based case videos, while the control group will continue with the traditional lecture-based method. Both groups will complete a basic information questionnaire and a pre-test of prior knowledge. At the end of the semester, students will undergo a post-test assessing emergency nursing knowledge, learning focus, and course satisfaction. Teachers will calculate the overall classroom participation rate, attendance rate, and perform a qualitative analysis of learning materials and reflective reports from the experimental group.

The researcher will screen and recruit subjects, conduct the intervention, and collect data. Inferential statistics will be performed using chi-square tests, Fisher's Exact Test, and independent t-tests to compare differences in basic attributes, knowledge, learning focus, course satisfaction, classroom participation rates, and attendance rates between the two groups.

Arms/Interventions Module

Arm Groups

Label	Type	Description	Intervention Names
The experimental group with scenario-based case videos teaching method.	Experimental	The students in the experimental group will receive a new teaching method of five scenario-based case videos. These scenarios include Triage, SDH (Subdural Hemorrhage) and ETTC (Emergency Trauma Training Course), AMI (Acute Myocardial Infarction) and D2B (Door to Balloon), COPD AE (Chronic Obstructive Pulmonary Disease with Acute Exacerbation) and TOCC (Travel, Occupation, Contact, and Cluster History Review), and Sepsis and CVC Procedure (Central Venous Catheter Procedure).	Other: scenario-based case videos teaching protocol
The control group with traditional lecture-based teaching method.	Active Comparator	The students in the control group will receive traditional lecture-based teaching on the five topics: Triage, SDH and ETTC, AMI and D2B, COPD AE and TOCC, and Sepsis and CVC Procedure.	Other: traditional lecture-based teaching method

Interventions

Name	Type	Description	Arm Group Labels	Other Names
scenario-based case videos teaching protocol	Other	Students in the experimental group will receive a new teaching method of scenario-based case video interventions. These videos cover five key scenarios: Triage, SDH and ETTC, AMI and D2B, COPD AE and TOCC, and Sepsis and the CVC Procedure. This teaching method is grounded in experiential learning theory and critical thinking strategies, designed to guide students in learning emergency nursing through video experiences. In each class, the instructor will first introduce the foundational concepts of emergency nursing for each system. Students will then watch a 15-minute scenario-based case video. Afterward, the instructor will facilitate a 15-minute discussion using reflection sheets to promote experiential learning and critical

Outcomes Module

Primary Outcomes

Measure	Description	Time Frame
Emergency Nursing Knowledge Test	Emergency Nursing Knowledge Test: covering four units: subdural hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. An average of 20 single-choice questions, with a total score ranging from 0 to 100, where higher scores indicate a greater knowledge of Emergency Nursing.	post-lesson quizzes after the course and a final exam at the end of the semester (through study completion, an average of 4.5 months).
Learning Worksheets	Learning Worksheets: covering five units-triage, subdural hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. Each unit has 10 fill-in-the-blank questions, with a total score ranging from 0 to 100, where higher scores indicate a greater learning efficacy.	during the course on week 1, 4, 6, 10, 14.
Learning Engagement Scale	Learning Engagement Scale: The scale consists of 19 single-choice questions scored using a five-point Likert scale, ranging from 1 to 5. The higher scores indicating greater classroom engagement. The internal consistency (Cronbach's α) of the original scale ranges from 0.83 to 0.88.	through study completion (at the end of the semester), an average of 4.5 months.
Course Satisfaction Questionnaire	Course Satisfaction Questionnaire: The questionnaire consists of 12 items, rated on a five-point Likert scale, where 1 indicates strong disagreement and 5 indicates strong agreement. Higher scores indicate higher student satisfaction with the course.	through study completion (at the end of the semester), an average of 4.5 months.

Secondary Outcomes

Measure	Description	Time Frame
Class Discussion Participation Rate	Class Discussion Participation Rate: The discussion participation rate for each teaching unit = (Number of students participating in the discussion ÷ Total number of students in the class) × 100%.	through study completion (at the end of the semester), an average of 4.5 months.

Other Outcomes

Measure	Description	Time Frame
Prior Knowledge Test	Prior Knowledge Test: This study developed a prior knowledge test based on the essential knowledge required for emergency nursing, including topics such as anatomy and physiology, basic nursing, medical-surgical nursing, and physical assessment. Total 20 single-choice questions, with a total score ranging from 0 to 100, where higher scores indicate a greater prior knowledge of Emergency Nursing.

Eligibility Module