Nursing CariesNCT04940728
Creative Thinking Problem Solving and Communication Skills
A study testing Creative thinking techniques intervention program in people with Nursing Caries and Communication, run by Kastamonu University at 1 site in Turkey (Türkiye).
Trial summary
Creative thinking is a very important factor, especially due to recent developments in technology and health. In order to adapt and contribute to these developments, creativity is also very important for the nursing profession, which is a health discipline consisting of science and art. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Nursing Caries, Communication, Problem;Learning
- What is being tested?
- Creative thinking techniques intervention program
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 56 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 10 Mar 2021to 1 Jun 2021
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Being 18 years or older
- Not having a neurological problem
- Being able to communicate in Turkish mother tongue,
- To have active education in the nursing program
- To have taken the self-knowledge and communication course for the first time
- Volunteering to participate in the research
Who cannot join
- Be under the age of 18,
- Not having internet access
- Not being able to communicate in Turkish in mother tongue or being a foreign national,
- Have any previous training in creativity,
- Not volunteering to participate in the research,
- No internet use during the application process
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Ankara Yıldırım Beyazıt University Faculty of Health Sciences
Ankara, 06
About this study
Official title: The Effect of an Intervention Program Based on Creative Thinking Techniques on the Problem Solving and Communication Skills of Nursing Students
Creative thinking is a very important factor, especially due to recent developments in technology and health. In order to adapt and contribute to these developments, creativity is also very important for the nursing profession, which is a health discipline consisting of science and art. Creative thinking skills need to be developed so that nurses can develop healthy interpersonal relationships, find solutions to the problems they encounter in their working and social life, approach the patient with a holistic perspective, use the knowledge they have acquired in education life at an optimal level in the delivery of health services, produce new information and gain a critical perspective.
In today's information age, it is very important for professional development to develop the teaching models used in nursing education based on the philosophy of lifelong learning, to be revised frequently, to control the curriculum and to evaluate the effectiveness of the teaching techniques used at frequent intervals. The above-mentioned literature suggests that nurses should use creativity in their problem-solving and communication skills. In this context, it creates the need to use alternative creative thinking teaching techniques to develop nursing students' problem solving and communication skills. For this reason, the research was conducted to develop an intervention program based on creative thinking techniques in nursing education and to evaluate the effect of this program based on creative thinking techniques on problem solving and communication skills in nursing students. If a meaningful relationship is found between these variables and creative thinking education as a result of the research, the education program prepared on the subject will constitute a guide for the nursing curriculum in gaining creative thinking, problem solving and communication skills in nursing students.
Read the detailed description
Thinking is a mental activity, one of the most important aspects of the learning process. The most important feature of the thinking process is that it does not involve action and is an action done before acting. In this context, the individual can evaluate the strategies he will choose to reach his goals by using his mental processes and imagination.
Creative thinking, one of the types of thinking, takes place in the first stage of the thinking process. At this stage, the person presents a new and original thought. In this context, it includes the skills to think creatively, generate new ideas, seek and find alternatives, adapt to a new approach, explore available options, and encourage assumptions. Creative thinking can be defined as shaping solutions to a problem or possible explanations of a phenomenon.
Creative thinking and problem solving actions are considered metacognitive processes within the scope of cognitive science. Cognition; It is defined as the formation of meta or meaningful knowledge from knowledge and thus the realization of learning. Metacognition is the executive and guiding mechanism that controls the thinking process within the scope of information processing. While the individual knows how he thinks and learns while using metacognitive information, he can plan, monitor and evaluate this process with metacognitive control. Therefore, metacognition has an important place in creative thinking skills. The most important reason for this is that creativity is a new and valuable thought development process.
Creative thinking is accepted as one of the core competencies of the twenty-first century and can be developed through education. Focusing on innovation draws attention to the need to develop creative thinking skills both in education and in other sectors. In this direction, the importance of developing creative thinking in nursing education emerges.
Creativity in nursing education is an important factor in teaching creative thinking, awareness level, interpersonal relations and problem solving skills for skill acquisition. The role of the education system is very important in the development of educational programs that will help develop students' creativity. It is seen that there are theorists emphasizing the importance of creativity directly or indirectly in nursing science. In this context, creative thinking can be beneficial in raising the individual's awareness level, developing healthy interpersonal relationships, finding a solution to a problem in relationships, and using the knowledge acquired during undergraduate education at an optimal level in the delivery of health services.
Learning communication skills, which is an important factor especially in psychiatric nursing, takes place primarily during undergraduate education. In this process, it is aimed to develop students personally and professionally both in theoretical courses and in practical training (clinical/field). When the studies on creative thinking are examined, it is seen that there are studies showing that creativity can be developed through education. Since the intervention program developed based on creative thinking techniques is thought to have an effect on the problem solving and communication skills of nursing students, the study was planned for this purpose.
- Conditions
- Nursing Caries, Communication, Problem;Learning, Creativity
- Being tested
- Creative thinking techniques intervention program
- Keywords
- Creativity, Creative thinking, Innovativeness,, Creative ability,, Education nursing, Problem solving skills, Communication skills
- Medical subject headings
- Communication
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Creative thinking techniques intervention programOther
The intervention program based on creative thinking techniques was designed to consist of four stages: preparation, theoretical briefing, skill development and evaluation. In the first stage of the program, acquaintance and information meeting, in the second stage, the theoretical part lasts for two weeks, in the third stage, various creative thinking techniques are applied for four weeks to gain creative thinking skills.
| Study group | Role | What they receive |
|---|---|---|
| Creative Thinking Group | Experimental | Nursing students who took the Self-Knowledge and Communication Techniques course for the first time in March and agreed to participate in the study were divided into experimental (30) and control (30) groups using a simple randomization method.
Pre-tests (Descriptive Information Form, Communication Skills Scale, and Problem Solving Scale) were administered to the participants who volunteered to participate in the research using the Online Questionnaire System.
Considering the effect on the research data, after completing the routine courses of "self-knowledge", "communication skills", "listening skills" and "problem solving skills"; Intermediate tests (Communication Skills Scale, and Problem Solving Scale) were applied to the experimental and control groups.
An intervention program based on creative thinking techniques was applied to the experimental group and post-tests (Communication Skills Scale, and Problem Solving Scale) were applied. Receives: Other: Creative thinking techniques intervention program |
| Standart Group | No intervention | Pre-tests (Descriptive Information Form, Communication Skills Scale, and Problem Solving Scale) were applied to the participants who volunteered to participate in the study by using the Online Questionnaire System. Considering the effect on the research data, after completing the routine courses of "self-knowledge", "communication skills", "listening skills" and "problem solving skills" of the 4 main topics in the course; Intermediate tests (Communication Skills Scale, and Problem Solving Scale) were applied to the experimental and control groups by using the Online Questionnaire System. After the interim tests were applied, no intervention was made to the control group until the end of the period. At the end of the semester, post-tests (Communication Skills Scale, and Problem Solving Scale) were applied. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Communication Skills Scale
Communication Skills Inventory is a 5-point Likert-type Scale consisting of 45 items prepared in order to determine the communication skills levels of individuals. The items are (1) always, (2) usually, (3) sometimes, (4) rarely, and (5) never.
The lowest score that can be obtained from the inventory is 45, and the highest score is 225. Each of the sub-dimensions consists of 15 items, including mental (Z) (1, 3, 6, 12, 15, 17, 18, 20, 23, 24, 26, 28, 33, 37 and 45), emotional (D) (5, 9, 11, 27, 29, 31, 34, 35, 36, 38-40 and 42-44), and behavioral (T) (2, 4, 7, 8, 10, 13) , 14, 16, 19, 21, 22, 25, 30, 32 and 41) measures communication skills. The higher the participant's sub-dimension score, the better his or her skill in that sub-dimension is interpreted. The high overall score is interpreted as being high in direct proportion to the communication skill.
Measured: Four Months
Secondary outcomes (1)
Problem Solving Scale
The Problem Solving Scale was developed in 1982 to determine how an individual perceives himself/herself regarding problem-solving behaviors and stages. It consists of 35 items: (1) always, (2) often, (3) often, (4) occasionally. , (5) rarely, (2) I never act like this is a 6-point Likert-type inventory.
In the problem solving inventory, each question is given a score between 1 and 6. Inventory items consist of positive and negative judgments about problem solving and are arranged randomly. In scoring, negative items are evaluated with the reverse scoring method. Items 9, 22, 29 are not scored, and questions 1, 2, 3, 4, 11, 13, 14, 15, 17, 21, 25, 26, 30 and 34 are evaluated with the reverse scoring method. In the scoring of the inventory, the lowest 32 and the highest 192 points can be obtained. The high total scores obtained from the scale mean that the individual perceives himself as inadequate in terms of problem solving skills.
Measured: Four Months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted28 Jun 2021
- Study start10 Mar 2021
- Primary completion1 Jun 2021
- Study completion1 Jun 2021
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Nursing CariesStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- This research was designed in the experimental design model with pretest-posttest randomized control group, one of the quantitative research methods, in order to evaluate the effect of the intervention program developed based on creative thinking techniques on the problem solving and communication skills of nursing students.
- Masking
- Double blind
- Who is masked
- Participant, Outcomes assessor
- Enrolment
- 56 participants (actual)
Sponsor and investigators
- Lead sponsor
- Kastamonu University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, YASEMİN ÖZEL, Kastamonu University
- Investigators
- Birgül ÖZKAN, Assoc. Prof., Study director, Ankara Yıldırım Beyazıt University Faculty of Health Sciences
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT04940728
- Sponsor's protocol ID
- KU-TOSYAMYO-YÖ-01
- Status last verified
- Jun 2021
- First submitted
- 24 Jun 2021
- Last updated
- 29 Jun 2021
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 29 Jun 2021. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of an Intervention Program Based on Creative Thinking Techniques on the Problem Solving and Communication Skills of Nursing Students
- ClinicalTrials.gov ID
- NCT04940728
- Acronym / sponsor ID
- KU-TOSYAMYO-YÖ-01
- Conditions
- Nursing Caries, Communication, Problem;Learning, Creativity
- Keywords
- Creativity, Creative thinking, Innovativeness,, Creative ability,, Education nursing, Problem solving skills, Communication skills
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 56 participants (actual)
- Lead sponsor
- Kastamonu UniversityUniversity, hospital or other
- Study start
- 10 Mar 2021 (actual)
- Primary completion
- 1 Jun 2021 (actual)
- Study completion
- 1 Jun 2021 (actual)
- First posted
- 28 Jun 2021 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Creative thinking is a very important factor, especially due to recent developments in technology and health. In order to adapt and contribute to these developments, creativity is also very important for the nursing profession, which is a health discipline consisting of science and art. Creative thinking skills need to be developed so that nurses can develop healthy interpersonal relationships, find solutions to the problems they encounter in their working and social life, approach the patient with a holistic perspective, use the knowledge they have acquired in education life at an optimal level in the delivery of health services, produce new information and gain a critical perspective.
In today's information age, it is very important for professional development to develop the teaching models used in nursing education based on the philosophy of lifelong learning, to be revised frequently, to control the curriculum and to evaluate the effectiveness of the teaching techniques used at frequent intervals. The above-mentioned literature suggests that nurses should use creativity in their problem-solving and communication skills. In this context, it creates the need to use alternative creative thinking teaching techniques to develop nursing students' problem solving and communication skills. For this reason, the research was conducted to develop an intervention program based on creative thinking techniques in nursing education and to evaluate the effect of this program based on creative thinking techniques on problem solving and communication skills in nursing students. If a meaningful relationship is found between these variables and creative thinking education as a result of the research, the education program prepared on the subject will constitute a guide for the nursing curriculum in gaining creative thinking, problem solving and communication skills in nursing students.
Detailed description
Thinking is a mental activity, one of the most important aspects of the learning process. The most important feature of the thinking process is that it does not involve action and is an action done before acting. In this context, the individual can evaluate the strategies he will choose to reach his goals by using his mental processes and imagination.
Creative thinking, one of the types of thinking, takes place in the first stage of the thinking process. At this stage, the person presents a new and original thought. In this context, it includes the skills to think creatively, generate new ideas, seek and find alternatives, adapt to a new approach, explore available options, and encourage assumptions. Creative thinking can be defined as shaping solutions to a problem or possible explanations of a phenomenon.
Creative thinking and problem solving actions are considered metacognitive processes within the scope of cognitive science. Cognition; It is defined as the formation of meta or meaningful knowledge from knowledge and thus the realization of learning. Metacognition is the executive and guiding mechanism that controls the thinking process within the scope of information processing. While the individual knows how he thinks and learns while using metacognitive information, he can plan, monitor and evaluate this process with metacognitive control. Therefore, metacognition has an important place in creative thinking skills. The most important reason for this is that creativity is a new and valuable thought development process.
Creative thinking is accepted as one of the core competencies of the twenty-first century and can be developed through education. Focusing on innovation draws attention to the need to develop creative thinking skills both in education and in other sectors. In this direction, the importance of developing creative thinking in nursing education emerges.
Creativity in nursing education is an important factor in teaching creative thinking, awareness level, interpersonal relations and problem solving skills for skill acquisition. The role of the education system is very important in the development of educational programs that will help develop students' creativity. It is seen that there are theorists emphasizing the importance of creativity directly or indirectly in nursing science. In this context, creative thinking can be beneficial in raising the individual's awareness level, developing healthy interpersonal relationships, finding a solution to a problem in relationships, and using the knowledge acquired during undergraduate education at an optimal level in the delivery of health services.
Learning communication skills, which is an important factor especially in psychiatric nursing, takes place primarily during undergraduate education. In this process, it is aimed to develop students personally and professionally both in theoretical courses and in practical training (clinical/field). When the studies on creative thinking are examined, it is seen that there are studies showing that creativity can be developed through education. Since the intervention program developed based on creative thinking techniques is thought to have an effect on the problem solving and communication skills of nursing students, the study was planned for this purpose.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, outcomes assessor)
- Number of arms
- 2
- Model description
- This research was designed in the experimental design model with pretest-posttest randomized control group, one of the quantitative research methods, in order to evaluate the effect of the intervention program developed based on creative thinking techniques on the problem solving and communication skills of nursing students.
| Arm | Type | Receives |
|---|---|---|
| Creative Thinking Group | Experimental | Other: Creative thinking techniques intervention programNursing students who took the Self-Knowledge and Communication Techniques course for the first time in March and agreed to participate in the study were divided into experimental (30) and control (30) groups using a simple randomization method. Pre-tests (Descriptive Information Form, Communication Skills Scale, and Problem Solving Scale) were administered to the participants who volunteered to participate in the research using the Online Questionnaire System. Considering the effect on the research data, after completing the routine courses of "self-knowledge", "communication skills", "listening skills" and "problem solving skills"; Intermediate tests (Communication Skills Scale, and Problem Solving Scale) were applied to the experimental and control groups. An intervention program based on creative thinking techniques was applied to the experimental group and post-tests (Communication Skills Scale, and Problem Solving Scale) were applied. |
| Standart Group | No intervention | –Pre-tests (Descriptive Information Form, Communication Skills Scale, and Problem Solving Scale) were applied to the participants who volunteered to participate in the study by using the Online Questionnaire System. Considering the effect on the research data, after completing the routine courses of "self-knowledge", "communication skills", "listening skills" and "problem solving skills" of the 4 main topics in the course; Intermediate tests (Communication Skills Scale, and Problem Solving Scale) were applied to the experimental and control groups by using the Online Questionnaire System. After the interim tests were applied, no intervention was made to the control group until the end of the period. At the end of the semester, post-tests (Communication Skills Scale, and Problem Solving Scale) were applied. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (6 listed)
- Being 18 years or older
- Not having a neurological problem
- Being able to communicate in Turkish mother tongue,
- To have active education in the nursing program
- To have taken the self-knowledge and communication course for the first time
Key exclusion criteria (6 listed)
- Be under the age of 18,
- Not having internet access
- Not being able to communicate in Turkish in mother tongue or being a foreign national,
- Have any previous training in creativity,
- Not volunteering to participate in the research,
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Creative thinking techniques intervention programThe intervention program based on creative thinking techniques was designed to consist of four stages: preparation, theoretical briefing, skill development and evaluation. In the first stage of the program, acquaintance and information meeting, in the second stage, the theoretical part lasts for two weeks, in the third stage, various creative thinking techniques are applied for four weeks to gain creative thinking skills. | Other | Creative Thinking Group |
Primary outcome
Communication Skills Scale
Time frame: Four Months
Communication Skills Inventory is a 5-point Likert-type Scale consisting of 45 items prepared in order to determine the communication skills levels of individuals. The items are (1) always, (2) usually, (3) sometimes, (4) rarely, and (5) never. The lowest score that can be obtained from the inventory is 45, and the highest score is 225. Each of the sub-dimensions consists of 15 items, including mental (Z) (1, 3, 6, 12, 15, 17, 18, 20, 23, 24, 26, 28, 33, 37 and 45), emotional (D) (5, 9, 11, 27, 29, 31, 34, 35, 36, 38-40 and 42-44), and behavioral (T) (2, 4, 7, 8, 10, 13) , 14, 16, 19, 21, 22, 25, 30, 32 and 41) measures communication skills. The higher the participant's sub-dimension score, the better his or her skill in that sub-dimension is interpreted. The high overall score is interpreted as being high in direct proportion to the communication skill.
1 secondary outcome
Problem Solving Scale
Time frame: Four Months
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 29 Jun 2021.
- Individual participant dataSharing planned: No
Related trials for Nursing Caries
Not yet recruitingPhase 4
Oral Hygiene Assistance Training Program
Elderly, Periodontal Disease
Not yet recruiting
Virtual Escape Room Game About Medical Device in Nurses
Nursing Caries, Pressure Injuries
Recruiting
Extending Dental Care to Nursing Home Residents to Reduce Mouth Infections and Incidence of Pneumonia and Improve Diabetic Glucose Control
Periodontitis, Gingivitis
Not yet recruiting
Flipped Learning Model on Nursing Students' Thorax and Heart Examination
Nursing Students, Nursing Caries
Not yet recruiting
Flipped Learning Model on the Stoma Care
Stoma Colostomy, Nursing Caries
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Birgül ÖZKAN, Assoc. Prof. study director
Ankara Yıldırım Beyazıt University Faculty of Health Sciences
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Creative thinking techniques intervention program in people with Nursing Caries and Communication, run by Kastamonu University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 6 inclusion and 6 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 29 Jun 2021. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Communication Skills Scale (time frame: Four Months). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 29 Jun 2021.