Purpose: This study aimed to examine the effect of health education material developed by nursing students in gynecological health and disease nursing on students' teaching material motivation and material design self-efficacy belief. Method: The study was conducted as a prospective randomized controlled study. n=86 (43=control, 43=intervention) students who took the Women's Health and Diseases Nursing course at Bartın University Faculty of Health Sciences Nursing Department between 30.10.2023-20.01.2024 and volunteered to participate in the study were randomized. It was conducted in two groups: intervention and control.In the research, data will be collected with the Data Collection Form prepared by reviewing the literature, Instructional Material Motivation Scale and Material Design Self-Efficacy Belief Scale. Descriptive statistics, Student t-test, Mann-Whitney U Test, Wilcoxon Signed Rank Test and Pearson correlation tests will be used to evaluate the data.
Aim: This study aimed to examine the effect of health education material developed by nursing students in women's health and disease nursing on students' teaching material motivation and material design self-efficacy beliefs. Method: The study was conducted as a prospective randomized controlled study. n=86 (43=control, 43=intervention) students who took the Women's Health and Diseases Nursing course at Bartın University Faculty of Health Sciences Nursing Department between 30.10.2023-20.01.2024 and volunteered to participate in the study were randomized. It was conducted in two groups: intervention and control. In the research, data will be collected with the Data Collection Form prepared by reviewing the literature, Instructional Material Motivation Scale and Material Design Self-Efficacy Belief Scale. Descriptive statistics, Student t-test, Mann-Whitney U Test, Wilcoxon Signed Rank Test and Pearson correlation tests will be used to evaluate the data.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Enrollment
92
In line with the skill they will determine for one of the applications in the Skill Checklists (Breastfeeding Education Skill Control Form, Breast Care and Giving Care to Mothers with Breast Engorgement Skill Control Form, Breast Self-Examination (KKMM) Training Skill Control Form) apply.
Simge OZTURK
Bartın, None Selected, Turkey (Türkiye)
Instructional Material Motivation Scale
The original version of the scale was published by Keller (2010). PMSQ, a 36-item measurement tool consisting of five-point Likert type options (not true, somewhat true, true, moderately true, very true), was developed by taking the ARCS Model as a criterion. The measurement tool consists of four sub-dimensions with the same name as the compliance, trust, satisfaction and attention components of the ARCS Model. The 3rd, 7th, 12th, 15th, 19th, 22nd, 29th, 31st and 34th items of the measurement tool have negative expressions and require reverse scoring. The lowest score that can be obtained from the measurement tool, whose midpoint is 108.00, is 36.00, while the highest score is 180.00 (Keller, 2010). Increasing scores from the scale indicate an increase in motivation. The original version of the scale was applied to university students by Keller (2006), and as a result of the analyzes made for the sub-dimensions of the measurement tool.
Time frame: two weeks
Material Design Self-Efficacy Belief Scale
In order to determine material design self-efficacy beliefs, the Material Design Self-Efficacy Belief Scale developed by Bakaç and Özen (2015) was used. The validity and reliability study of the scale was conducted on 300 teacher candidates who studied at Abant İzzet Baysal University in the 2013-2014 academic year and had previously taken the ÖTMT course. The construct validity of the scale was tested by exploratory and confirmatory factor analysis, and a scale with three dimensions (Material Preparation on Computer, Three-Dimensional Material Design and Two-Dimensional Material Design) and 25 items was created, explaining 48% of the total variance. The scale items are 5-point Likert type and are as follows: "Strongly Disagree", "Disagree", Undecided", Agree" and "Strongly Agree". Increasing scores from the scale indicate an increase in motivation.
Time frame: two weeks
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