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Completed

NCT Number: NCT07566000

Teaching Diabetes Management Using Two Different Methods

It is essential to evaluate teaching methods and include comprehensive teaching components for optimal educational outcomes. Accordingly, this study will evaluate the effect of teaching diabetes management to nursing students using two different methods.

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Key information

Conditions

Diabetes Management

Age range

18 year–65 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

AmasyaU

Amasya, Turkey (Türkiye)

About this study

Introduction and Aim: To provide effective diabetes education for nursing students, it is essential to evaluate teaching methods and include comprehensive teaching components for optimal educational outcomes. Accordingly, this study will evaluate the effect of teaching diabetes management to nursing students using two different methods.

Methods: The research will be conducted using a quasi-experimental research design with a pre-test/post-test control group. The sample will consist of students enrolled in the Internal Medicine Nursing course at a university nursing department. Data will be collected in two time periods: after theoretical information on diabetes and treatment/care practices is provided, and after jigsaw and case-based learning applications are completed. Students will be divided into three groups: jigsaw learning group, case-based learning group, and control group. Data will be collected using a Personal Information Form, Diabetes Knowledge Test, Critical Thinking Tendency Scale, and Self-Efficacy Scale.

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Students enrolled in the Internal Medicine Nursing course during the 2023-2024 academic year,
  • Students who attended the "diabetes management" theoretical course in Internal Medicine Nursing,
  • Students who agreed to participate in the study.

Exclusion criteria

  • Students who did not participate in the theoretical and jigsaw/case-based learning application phases of the study,
  • Students who did not give their consent to participate in the study.

Treatment and study plan

Jigsaw

Other

Students in the jigsaw group will be divided into 5 groups of six. Then, the topic content will be divided into five outlines (diabetes classification/symptoms and signs, diabetes treatment (nutrition and exercise), diabetes treatment (insulin and oral antidiabetics), acute and chronic complications of diabetes, patient education in diabetes), and each member of each jigsaw group will be assigned to a specific outline. Students will be asked to study all the material by looking more closely at the given topic. Then, all students assigned to the same outline in the 5 jigsaw groups will be gathered in a group called the "expert group." In this expert group, each student will be asked to share and discuss the information they have gained regarding the specific outline with the other students.

case based

Other

The researcher will provide the students with 5 examples, and five case studies will be conducted with the students in the case-based learning group (cases will include information such as the patient's detailed history, medical diagnosis, a brief summary of the disease, and the medications the patient is using). The case studies used will contain the basic details of diabetes. Necessary background information will be provided, and discussion questions will be determined.

Primary outcomes

  1. Diabetes Knowledge Test

    Time frame: 4 week

    The knowledge test will consist of 20 questions on the physiology, signs, and treatment of septic shock. The questions in the knowledge test will be sent to 5 experts for review, and content validity will be established.

  2. Critical Thinking Tendency Scale

    Time frame: 4 week

    The "Critical Thinking Tendency Scale" was developed in 2012 by Karalı and Battal to measure critical thinking tendencies. The CTTS is a five-point Likert-type scale consisting of 21 items. The scale has two sub-dimensions: "Skills Dimension" and "Values Dimension". The Cronbach's alpha internal consistency reliability coefficient of the scale was found to be 0.91 (Karalı and Battal, 2012). The highest possible score on the "Skills" subscale of the "Critical Thinking Tendency Scale" is 60, and the lowest is 12. The highest possible score on the "Values" subscale is 45, and the lowest is 9. The Cronbach's alpha internal consistency reliability coefficient of the scale was found to be 0.91.

  3. Self-Efficacy Scale

    Time frame: 4 week

    The scale is unidimensional and consists of 10 positive items, therefore it does not contain reverse-coded items. Each item is given a score between 1 and 4, in equal intervals. A higher score indicates higher self-efficacy. The Cronbach's alpha internal consistency reliability coefficient of the scale adapted into Turkish and whose validity and reliability analyses were performed by Yurtçiçek Eren and Başgöl was found to be 0.81.

Sponsors and collaborators

Lead sponsor

Amasya University

Other

Registry information

Official study title

The Effects of Teaching Diabetes Management to Nursing Students Using Two Different Methods on Knowledge Level, Critical Thinking, and Self-Efficacy

Acronym: Teaching

Important dates

Study start
2025
Primary completion
2025
Study completion
2026
First posted
May 4, 2026
Registry last updated
May 4, 2026

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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