The goal of this clinical trial is to learn whether three different instructional strategies improve learning outcomes and knowledge retention in nursing students receiving education on peritoneal dialysis catheter care. The main questions it aims to answer are:
Does Pecha Kucha-based education improve students' knowledge of peritoneal dialysis catheter care compared with concept map-based education and traditional education? Do the three instructional strategies differ in terms of knowledge retention, learning satisfaction, learning experience, and perceived cognitive load? Researchers will compare Pecha Kucha-based education, concept map-based education, and traditional education to see which instructional strategy is more effective in improving students' knowledge, supporting knowledge retention, and providing a positive learning experience.
Participants will:
Complete a pre-test before the education. Receive one of three educational interventions on peritoneal dialysis catheter care: Pecha Kucha-based education, concept map-based education, or traditional education.
Complete a post-test after the education. Complete forms evaluating learning satisfaction, learning experience, and perceived cognitive load.
Complete a follow-up knowledge test to assess knowledge retention.
Being a second- or third-year undergraduate nursing student.
Being enrolled in the relevant nursing course during the study period.
Being scheduled to participate in the educational intervention on peritoneal dialysis catheter care.
Voluntarily agreeing to participate in the study.
Not providing informed consent.
Not attending the educational intervention.
Being unable to complete the study assessment forms.
Participating in another educational activity or training program specifically related to peritoneal dialysis catheter care during the study period.