Cancer pain is a significant clinical problem that directly affects patients' quality of life and requires nurses to be equipped with adequate knowledge and skills to provide effective care. The current shift in knowledge and skill acquisition from traditional teaching methods toward e-learning-based approaches has increased the importance of comparing the effects of these educational methods on learning outcomes in cancer pain management education.
Within this context, the course content on cancer pain management will be developed using both traditional and e-learning methods based on the ADDIE instructional design model. The effects of these two methods on students' learning outcomes and institutional teaching costs will be evaluated. Thus, this study aims to contribute to identifying effective and cost-efficient teaching strategies in nursing education.
Students who have access to the internet and a computer/mobile phone,
Students who have successfully completed the Fundamentals of Nursing course,
Students who are taking the Internal Medicine Nursing course for the first time,
Students who voluntarily agree to participate in the study.
Students who are repeating the Internal Medicine Nursing course,
Students who have taken the Palliative Care and Nursing or Oncology Nursing courses,
Students who have been diagnosed with cancer themselves or have a relative diagnosed with cancer,
Students who were admitted to the nursing department through the Vertical Transfer Exam (DGS) after graduating from an associate degree program in a health-related field,
Parallel
e-learning
BehavioralFor the e-learning method, the cancer pain management course will be delivered through a web-based platform designed according to the ADDIE model, using artificial intelligence-supported avatar lectures and gamified case scenarios.
traditional group
BehavioralFor the traditional teaching method, the cancer pain management course will be delivered through classroom lectures and case scenarios designed according to the ADDIE model.
Cancer Pain Knowledge Test
The test, which will be developed by the researchers based on the literature, was prepared in two stages. In the first stage, multiple-choice questions were developed by the researchers based on the expected learning outcomes related to the cancer pain topic taught in the Internal Medicine Nursing course and the resources used in the course. In the second stage, an expert panel consisting of five faculty members from the field of Internal Medicine Nursing was formed to evaluate the content validity of the test. The experts assessed the content validity of the test using the Davis technique, and their suggestions for revision or modification were obtained. The expert evaluations were analyzed using the Content Validity Index, and the final version of the knowledge test was established based on the experts' feedback. The test consists of 20 questions, with scores ranging from a minimum of 0 to a maximum of 100. Higher scores indicate greater knowledge.
Scenario-Based Assessment of Practical Skills Form
The learning outcomes related to cancer pain education identified by the researchers were used as the basis for developing a scenario lasting approximately 25-30 minutes and a corresponding skill evaluation checklist. The prepared scenario and checklist will be evaluated in terms of scope and content by a group of experts in the field. During the implementation phase, students will provide care to a patient with cancer pain described in the scenario. The students' practical skills during the scenario will be assessed using the skill evaluation checklist by one evaluator and one observer, who are nursing educators and are independent of the researchers. The maximum score that can be obtained from the application is 100, and the minimum score is 0. Higher scores indicate higher skill levels.
Motivation Scale Regarding Instructional Material
The scale was developed by Keller in 2006 to measure motivation toward instructional materials. In 2016, it was adapted into Turkish by Dinçer and Doğanay. The original version of the scale consists of 36 items in a five-point Likert format; however, during the Turkish adaptation process, three items were removed. The scale consists of four subdimensions: attention, relevance, confidence, and satisfaction. Items 3, 7, 12, 15, 19, 22, 26, 29, 31, and 34 are negatively worded and require reverse scoring. The minimum possible score on the scale is 36 and the maximum score is 180, with a midpoint of 108.00. The internal reliability coefficient of the scale was calculated as 0.93.
Institutional Cost Information Form
To determine the cost of education, a Cost Information Form was developed based on the literature and expert opinions, taking into account the institutional costs incurred for students' education. The expenditure items included in the form will be calculated in Turkish Lira.
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Bilecik Seyh Edebali Universitesi
Lead sponsor
Eskisehir Osmangazi University
Collaborator
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