Effect of Repeated Crossword Puzzles Experience on The Mo... | NCT07492017

ID	Type	Description	Link
2024/181	Other Grant/Funding Number	Trakya University

Status Module

Oversight Module

Description Module

Detailed Description

This study were conducted a randomized controlled experimental design incorporating pre-test and post-test follow-ups. The study sample consisted of volunteer nursing students at the nursing department of a university in western Turkey. In this department, an internship program is offered and the Fundamentals of Nursing course. Drug Administration Unit is designed to provide 15 hours of theoretical instruction and 40 hours of practical training during the spring semester in Fundamentals of Nursing course. For the IM application, 5 hours of theory and 16 hours of practice were used from the 15 hours of theoretical lectures and 40 hours of practical training.

Students were informed of the purpose of the study and their consent was obtained. Students who gave their consent were asked to choose a code name to protect both the security of duplicated data and student privacy, and the Student Information Form, pre-tests the Motivation Strategies for Learning Questionnaire (MSLQ) and the Cognitive Load Scale (CLS) were administered. For three weeks (15 hours), the "Drug Administration" unit was presented to both the experimental and control groups via PowerPoint presentations. This unit was divided into three main topics: "Oral and local drug administration," "Parenteral drug administration," and "Complications of intravenous fluid therapy." These sections also included information on the importance of intramuscular (IM) administration, points to consider during and after administration, administration steps, and potential complications. Following the presentations, students reinforced their knowledge about Drug Administration" unit through question-and-answer sessions and discussions. Following the standard lesson, students in both the experimental and control groups were taken to the vocational skills lab. A video of the IM skill application was projected once, and then an instructor explained the IM application again using a skill mannequin. Students in the experimental group were presented with two puzzles before the first skill application on the mannequin: one focusing on the concepts related to the skill and the other on the steps of skill application, and were asked to solve them. After solving the puzzles, students submitted them to their instructors. In the two weeks following this training, students first solved the same puzzle, researcher collected the crossword puzzles, and then students performed the IM skill application on a skill mannequin. After solving the puzzle and performing the skill application a total of three times, students took post test the CLS and MSLQ and a skills exam four weeks later.

During the application process, the control group of students received standard training and then students took post test the Cognitive Load Scale and Motivation Scale and a skills exam four weeks later. After the skills exam, all students were given the puzzle to help consolidate their learning. This skills test did not affect the students' academic averages.

For the sample size calculation of the study, since there is insufficient data in the literature on the effect of Motivation Strategies for Learning Questionnaire, cognitive load, and intramuscular skills of nursing students, it was calculated that 64 students from each group (experimental=64, control=64) should be included in the study with a 5% margin of error and 80% power value to test the moderate effect size (d=0.5) prediction of the puzzle intervention. Given the potential losses during the research process, 70 students will be included in each group.

Turkish version of Motivated Strategies for Learning Questionnaire and Cognitive Load Scale, and skill exams specific to M skill application were used for data collection.

Design Module

Interventional Study Design

Biospecimen

No data available

No data is available for this block.

Arms/Interventions Module

Arm Groups

Label	Type	Description	Intervention Names
The crossword puzzle group	Experimental	The "Drug Administration" unit was presented via PowerPoint presentations. Following the standard lesson, students in both the experimental group were taken to the vocational skills lab. A video of the IM skill application was projected once, and then an instructor explained the IM application again using a skill mannequin. Students in the experimental group were presented with two puzzles before the first skill application on the mannequin: one focusing on the concepts related to the skill and the other on the steps of skill application, and were asked to solve them.	Other: Crossword Puzzles
The control group	Other	During the application process, the control group of students received standard training (explanation with ppt presentation) .	Other: Control group

Interventions

Name	Type	Description	Arm Group Labels	Other Names
Crossword Puzzles	Other	Students in the experimental group were presented with two puzzles before the first skill application on the mannequin: one focusing on the concepts related to the skill and the other on the steps of skill application, , and were asked to solve them. After solving the puzzles, students submitted them to their instructors. In the two weeks following this training, students first solved the same puzzle, researcher collected the crossword puzzles, and then students performed the IM skill application on a skill mannequin. After solving the puzzle and performing the skill application a total of three times, students took post test the CLS and MSLQ and a skills exam four weeks later.

Outcomes Module

Primary Outcomes

Measure	Description	Time Frame
Cognitive Load Scale	The 9-point rating scale developed by Paas and Van Merrienboer (1993) and adapted into Turkish by Kılıç and Karadeniz (2004) was used to calculate students' cognitive load scores. The scale consists of a single item and measures the effort students expend while performing a task, and this effort is taken as an indicator of cognitive load. The lowest score on the scale is 1 and the highest is 9, and the higher the score, the higher the level of cognitive load.	Before courses begin and 4 weeks after the courses concluded, an average of 3 months
The Motivated Strategies for Learning Questionnaire (MSLQ)	The questionnaire was developed by Pintrich et al. in 1991.24 It was adapted to Turkish language by by Büyüköztürk et al. in 2004. This scale allowing students to indicate how well the items describe their personal situation. This scale consists of two main section, learning strategies and motivation, and 15 sub-dimensions. Responses are provided on a 7-point Likert scale, ranging from "not at all true of me" to "very true of me". In this study, the motivation section with its 6 sub-dimensions were applied to the students. Each sub-dimension is scored separately, and increasing scores indicate increased student motivation.	Before courses begin and 4 weeks after the courses concluded, an average of 3 months
Checklist of Intramuscular Injection Skills	To measure nursing skills, the researchers converted items from the intramuscular injection skills test into a checklist format.The checklist, which consisted of 29 steps to perform intramuscular injection skills in the ventrogluteal region, was created based on the literature, and each step of the checklist was scored. Scores of the checklist were generated based on a100 point scale. The higher score students get from the checklist, higher their intramuscular injection skill performance.	4 weeks after the courses concluded, an average of 3 months

Eligibility Module

Name	Affiliation	Role
Berna AKSOY KAHRAMAN, PhD	Trakya University	Principal Investigator

Facility	Status	City	State	ZIP	Country	Contacts
Trakya University		Edirne	Edirne	22030	Turkey (Türkiye)

References Module

Citations

PubMed Identifier	Type	Citation
25743095	Background	Hdaib MT, Al-Momany SM, Najjar YW. Knowledge level assessment and change among nursing students regarding administering intra-muscular injection at Al-Balqa'a Applied University: an interventional study. Nurse Educ Today. 2015 Jul;35(7):e18-22. doi: 10.1016/j.nedt.2015.02.012. Epub 2015 Feb 26.
	Background	Karaman, D. (2015). Using ventrogluteal site in intramuscular injections is a priority or an alternative. International Journal of Caring Sciences, 8(2), 507.
	Background	Kılıç, A. G. E., & Karadeniz, Ö. G. Ş. (2004). Hiper ortamlarda öğrencilerin bilişsel yüklenme ve kaybolma düzeylerinin belirlenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 40(40), 562-579.
	Background	Büyüköztürk, Ş., Akgün, Ö. E., Kahveci, Ö., & Demirel, F. (2004). Güdülenme ve öğrenme stratejileri ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239.

ID	Term
D015340	Epidemiologic Research Design
D004812	Epidemiologic Methods
D008919	Investigative Techniques
D012107	Research Design
D008722	Methods