Concept Map-Based Reflective Learning in Peripheral IV Catheterization

Ataturk University66 enrolled

Overview

Background: Traditional teaching methods in nursing education may not effectively integrate theory and practice. Concept map-based reflective learning may support meaningful learning and critical thinking. Methods: This randomized controlled pretest-posttest study was conducted between May and July 2024 with 66 first-year nursing students (experimental = 33; control = 33). Both groups received standard instruction, while the experimental group additionally participated in concept map-based reflective learning. Data were collected using a demographic form and knowledge tests administered before and after the intervention.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

OTHER

Masking

SINGLE

Enrollment

Conditions

Nursing Education

Interventions

Concept Map-Based Reflective LearningBEHAVIORAL

Students received concept map-based reflective learning training using the Canva application in addition to standard nursing education on peripheral venous catheterization. Students developed and submitted concept maps addressing indications, complications, and key considerations of peripheral intravenous catheter application.

Eligibility

Sex: ALLMin age: 18 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: * Being over 18 years old * Being a first-year student * Taking the Nursing Principles course for the first time * Not being absent on the dates when the research data will be collected Exclusion Criteria: * Horizontal/vertical transfer students * Students graduating from Health Vocational High School * Intervention group students who did not carry out reflective practice based on the concept map

Locations (1)

Atatürk University Faculty of Nursing

Erzurum, Turkey (Türkiye)

Outcomes

Primary Outcomes

Knowledge Score on Peripheral Venous Catheterization

Peripheral Venous Catheter Achievement Test 1 and Peripheral Venous Catheter Achievement Test 2: These researcher-developed achievement tests were created based on the content of Fundamentals of Nursing textbooks (Berman et al., 2015; Potter et al., 2021) to assess nursing students' knowledge of peripheral venous catheterization. Each test consisted of 25 multiple-choice questions. Each correct response was scored as 4 points and each incorrect response as 0 points, resulting in a total score ranging from 0 to 100, with higher scores indicating greater knowledge of peripheral venous catheterization. Achievement Test 1 was used as the pre-test, and Achievement Test 2 was used as the post-test.

Time frame: 1 week after intervention

Data from ClinicalTrials.gov

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