Three Teaching Strategies in Nursing Education: Effects on Learning and Knowledge Retention

Condition(s) studied

Investigational drug(s) / intervention(s)

Pecha Kucha-Based Education: Participants assigned to this group will receive standardized education on peritoneal dialysis catheter care using a Pecha Kucha-based instructional strategy. The session will include a structured, time-controlled visual presentation consisting of 20 slides, with each slide presented for 20 seconds, followed by a brief summary. The content will cover catheter function, exit-site care, hand hygiene, aseptic technique, dressing care, catheter protection, infection signs, complications, risky practices, and situations requiring healthcare referral.

Concept Map-Based Education: Participants assigned to this group will receive standardized education on peritoneal dialysis catheter care using a structured concept map-based instructional strategy. The same educational content will be presented through a concept map that visually organizes the relationships among key concepts, including catheter care, exit-site observation, infection prevention, aseptic technique, dressing care, catheter protection, complications, risky practices, and patient safety.

Traditional Education: Participants assigned to this group will receive standardized education on peritoneal dialysis catheter care using a traditional teacher-centered instructional strategy. The same educational content will be delivered through a standard presentation and verbal explanation. The content will include catheter function, exit-site care, hand hygiene, aseptic technique, dressing care, catheter protection, infection signs, complications, risky practices, and situations requiring healthcare referral.

Study summary

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.

Eligibility

Primary outcome measure(s)

• Knowledge Level on Peritoneal Dialysis Catheter Care — Baseline, immediately after the educational intervention, and 4 weeks after the educational intervention
  Students' knowledge level regarding peritoneal dialysis catheter care will be assessed using a researcher-developed multiple-choice knowledge test. The test includes 15 questions related to catheter exit-site care, hand hygiene, aseptic technique, dressing care, infection signs, catheter protection, risky practices, and situations requiring healthcare referral. Scores range from 0 to 15, with higher scores indicating better knowledge related to peritoneal dialysis catheter care.

Trial sites (1)

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