"Effect of LEGO® Serious Play® Trauma-Informed Care Training on Nursing Students

Condition(s) studied

Investigational drug(s) / intervention(s)

LEGO® Serious Play®: Participants learn trauma-informed care principles and different developmental stages in a hands-on way by designing hospital models with LEGO® bricks. Unlike traditional teaching methods, this approach aims to enhance participants' creativity, engagement, and learning motivation."

Study summary

Hospitalization can have traumatic effects on children and their families, highlighting the importance of trauma-informed care in pediatric nursing. Post-hospitalization trauma, anxiety, and depression are frequently observed in both children and parents, negatively affecting health outcomes and treatment adherence. Since trauma-informed care requires a child- and family-centered, safe, and sensitive approach, educating nursing students on this topic is essential. However, this training is often insufficient in nursing curricula, and its abstract and emotionally challenging nature may hinder students' learning. In this context, the LEGO® Serious Play® method, which helps concretize abstract experiences and supports interactive learning, may serve as an effective educational tool. This study aims to evaluate the effects of trauma-informed pediatric care education delivered through the LSP method on nursing students' knowledge, self-confidence, and satisfaction.

Eligibility

Primary outcome measure(s)

• TIC Provider Survey — 2 weeks
  This form based on research findings on post-traumatic stress following traumatic medical events in children. The survey consists of 38 items and includes five categories: 1) knowledge about trauma-informed pediatric care (11 items); 2) attitudes and beliefs about trauma-informed pediatric care (6 items); 3) self-efficacy (10 items); 4) trauma-informed care practices (7 items); and 5) perceived barriers to implementing trauma-informed care (4 items). Items assessing knowledge, attitudes, self-efficacy, and perceived barriers were evaluated using 3- or 4-point Likert-type scales appropriate to each category; for example, potential barriers were rated as "not a barrier," "somewhat a barrier," or "significant barrier." Cronbach's alpha values were found to be in the moderate to excellent range for knowledge (0.66), attitude. Higher score indicates a higher level of trauma-informed care knowledge.
• Student Satisfaction and Self-Confidence in Learning Scale — 2 weeks
  This scales Cronbach's alpha value was found to be 0.94 for the satisfaction subscale and 0.87 for the self-confidence subscale. The scale consists of two subscales: "Satisfaction with Current Learning" (5 items) and "Self-Confidence in Learning" (7 items), with items rated on a 5-point Likert scale. The total score is obtained by summing the responses to each item of the scale and dividing by the number of items. The minimum score is 1 and the maximum score is 5. A higher score indicates greater satisfaction and higher self-confidence.

Trial sites (1)

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