PechaKucha as a Reinforcement Tool for Teaching Vital Signs Skills in Nursing Students

The Effectiveness of PechaKucha as a Reinforcement Tool in Teaching Vital Signs Skills to Nursing Students: A Randomized Controlled Trial

This study aims to evaluate the effectiveness of the PechaKucha presentation method as a reinforcement tool in teaching vital signs skills to first-year nursing students. A total of 100 nursing students will participate and be divided into two groups of 50 students each. Before the intervention, all participants will complete a pre-test to assess their baseline knowledge related to vital signs. Based on the pre-test results, students will be randomized into either the experimental group or the control group.

The experimental group will receive reinforcement training using the innovative PechaKucha presentation method, while the control group will receive reinforcement through a traditional PowerPoint presentation. After the reinforcement sessions, both groups will be evaluated on their vital signs skills through a practical application exam.

Additionally, participants will complete a post-test to assess their knowledge after the intervention. Feedback and satisfaction with the training methods will also be gathered to understand their perspectives on the learning experience

This study investigates the effectiveness of the PechaKucha presentation method as a reinforcement tool in teaching vital signs skills to first-year nursing students. Vital signs, including body temperature, pulse, respiration, and blood pressure, are critical indicators of a patient's overall health and play a fundamental role in early detection of health issues. Accurate measurement and interpretation of vital signs are essential for ensuring high-quality patient care and safety. Therefore, equipping nursing students with the necessary skills and confidence to perform these tasks is vital for their professional readiness in both routine and emergency healthcare scenarios.

Nursing education is a critical process aimed at developing students' knowledge, skills, and attitudes to ensure they can provide competent and high-quality healthcare services. However, traditional teaching methods often have limitations in helping students retain theoretical knowledge and translate it into practical skills. To address these limitations, innovative reinforcement methods such as PechaKucha are increasingly being incorporated into nursing education.

The PechaKucha method involves short, visually engaging presentations structured into 20 slides, each lasting 20 seconds. This rapid and interactive format has been shown to enhance students' focus, maintain their attention, and improve knowledge retention. In this study, the PechaKucha method will be compared to the traditional PowerPoint presentation approach to assess its impact on students' knowledge, skills, and satisfaction levels.

A randomized controlled trial design will be employed, involving 100 first-year nursing students divided into two groups of 50 each. Before the intervention, all participants will complete a pre-test to evaluate their baseline knowledge related to vital signs. Based on pre-test results, students will be randomized into two groups:

The experimental group, which will receive reinforcement training using the PechaKucha presentation method.

The control group, which will receive reinforcement training through a traditional PowerPoint presentation.

Following the reinforcement sessions, students' practical skills in measuring and interpreting vital signs will be evaluated through an application exam. Post-test forms will also be administered to assess their knowledge after the intervention. Feedback and satisfaction surveys will be collected to gain insights into the students' experiences with both teaching methods.

This study aims to identify whether the PechaKucha method is a more effective reinforcement tool compared to traditional methods in enhancing nursing students' learning outcomes. The findings are expected to contribute valuable insights into the use of innovative teaching methods in nursing education, with potential implications for improving the quality of training programs and ultimately ensuring better patient care outcomes.

Inclusion Criteria:

• First-year nursing students currently enrolled in the nursing program.
• Students who provide informed consent to participate in the study.

Exclusion Criteria:

• Foreign nationals.
• Students repeating the course (taking the course as a retake).
• Students who have graduated from a high school or associate degree program related to healthcare.
• Students who are unable to attend the scheduled intervention sessions.
• Students with physical or cognitive impairments that would affect their ability to participate in the skills assessment or intervention.