Effect of Project Planning Course on Nursing Students' Critical Thinking, Lifelong Learning, and Innovativeness

The Effect of the Project Planning Course on Nursing Students' Critical Thinking, Lifelong Learning, and Individual Innovativeness Skills: A Randomized Controlled Trial

This randomized, controlled trial investigates the impact of a Project Planning Course on third-year undergraduate nursing students' critical thinking motivation, lifelong learning skills, and individual innovativeness. Participants were randomized into two groups: an intervention group receiving the Project Planning Course and a control group with no intervention. The Project Planning Course consisted of 14 weeks of theoretical and practical training, aiming to develop students' skills in research project management and patent/utility model application. Data were collected using the Critical Thinking Motivation Scale (CTMS), the Lifelong Learning Scale (LLS), and the Individual Innovativeness Scale (IIS). Statistical analysis was conducted using non-parametric tests. The study complies with ethical standards, including approval from the relevant ethics committee, and is prospectively registered at ClinicalTrials.gov.

This study explores the effects of a structured Project Planning Course on the development of essential 21st-century competencies among undergraduate nursing students. Designed as a randomized controlled trial, the study involved third-year nursing students who were randomly assigned to either an intervention group, which completed a 14-week course in project planning, or a control group that received no intervention. The intervention focused on enhancing students' abilities in research planning, innovation, and intellectual property application, including patent and utility model procedures.

To assess the impact of the course, data were collected using validated instruments: the Critical Thinking Motivation Scale (CTMS), the Lifelong Learning Scale (LLS), and the Individual Innovativeness Scale (IIS). Statistical analyses were performed using non-parametric tests appropriate for the data distribution. Ethical approval was obtained from the institutional review board, and the trial was prospectively registered at ClinicalTrials.gov. This study contributes to nursing education literature by evaluating how structured project-based learning influences students' motivation, learning orientation, and innovativeness in preparation for dynamic healthcare environments.

Inclusion Criteria:

• Inclusion criteria were as follows: age ≥ 18 years, , and willing to participate in the study.

Exclusion Criteria:

• who don't want to participate in the study