Study Type: Randomized Controlled Experimental Study
Purpose:
This study aims to evaluate the effects of digital storytelling-enhanced nursing process education on nursing students' knowledge, nursing process competency, and clinical reasoning skills. The nursing process, which includes assessment, diagnosis, planning, implementation, and evaluation, forms the foundation of evidence-based and holistic care. However, the literature indicates that nursing students often face difficulties in assessment, prioritization, and individualization of care interventions and frequently apply the process mechanically.
The study addresses the following primary questions:
Does digital storytelling improve nursing students' knowledge of the nursing process?
Does digital storytelling enhance students' nursing process competency and clinical reasoning skills?
Study Design and Comparison:
Participants will be assigned to either the intervention or control group based on their Nursing Process knowledge scores. Groups will be stratified by gender and knowledge test scores using a stratified randomization method to ensure balanced distribution and group homogeneity. Researchers will compare outcomes between groups to evaluate the effectiveness of the educational approach.
Participants' Key Activities:
Participants must be first-time enrollees in the Fundamentals of Nursing I course, have completed all course content, and have voluntarily agreed to attend.
Complete pre- and post-intervention assessments, including the Nursing Process Knowledge Test, Nursing Process Competency Scale, Clinical Reasoning Assessment Rubric, and Instructional Material Motivation Scales.
Engage in follow-up evaluations immediately after the intervention and three months later to assess the retention and sustainability of learning outcomes.
Additional Notes:
Digital storytelling materials will be validated through expert review and pilot testing. The Clinical Reasoning Assessment Rubric will undergo Turkish-language validity and reliability evaluation. Findings are expected to provide evidence on the effectiveness of digital storytelling in nursing process education, support curriculum development at the undergraduate level, and guide the broader implementation of technology-enhanced, reflective learning approaches in nursing education.
Undergraduate nursing students enrolled in the Nursing Fundamentals I course for the first time
Students who attend and complete all educational activities related to the course
Students who voluntarily agree to participate in the study
Graduates of a health vocational high school
Students who report prior knowledge or formal education related to the nursing process
Students who are currently employed in any healthcare institution