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.
Parallel
Pecha Kucha-Based Education
BehavioralParticipants 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
BehavioralParticipants 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
BehavioralParticipants 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.
Knowledge Level on Peritoneal Dialysis Catheter Care
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.
Knowledge Retention on Peritoneal Dialysis Catheter Care
Knowledge retention will be evaluated by comparing participants' knowledge test scores obtained 4 weeks after the educational intervention with their immediate post-test scores. The same 15 multiple-choice question knowledge test will be used (min 0-max 15 score). Higher scores indicate better retention of knowledge related to peritoneal dialysis catheter care.
Learning Satisfaction and Learning Experience
Students' satisfaction and learning experience after the educational intervention will be assessed using a Learning Satisfaction / Learning Experience Form. This is a 5 lLikert-type form which total score varies between 12-60. The form evaluates perceived usefulness, clarity of the educational content, satisfaction with the instructional method, attention, engagement, and perceived contribution to learning. Higher scores indicate a more positive learning experience and higher satisfaction.
Perceived Cognitive Load
Students' perceived cognitive load during the educational intervention will be assessed using a Perceived Cognitive Load Scale. The scale evaluates perceived mental effort, difficulty in following the content, information load, and ease of organizing the learned information. Total score varies between 8-40. Higher scores indicate greater perceived cognitive load.
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