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

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.

Conditions

• Nursing Education
• Peritoneal Dialysis Catheter Care
• Knowledge Retention
• Instructional Strategies

Interventions

BEHAVIORAL

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.

BEHAVIORAL

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.

BEHAVIORAL

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.

Sponsors & Collaborators

• Atlas University

  lead OTHER

Study Design

Allocation

RANDOMIZED

Purpose

OTHER

Masking

NONE

Model

PARALLEL

Eligibility

Min Age

18 Years

Sex

ALL

Healthy Volunteers

Yes

Timeline & Regulatory

Start

2026-05-25

Primary Completion

2026-06-30

Completion

2026-08-30

Countries

• Turkey (Türkiye)

Study Locations