Problem-solvingNCT06828029
Problem-Solving Approach Training on Professional Readiness Perception
A study testing Problem-Solving in people with Problem-solving, run by University of Beykent at 1 site in Turkey (Türkiye).
Trial summary
The aim of this study is to examine the effect of problem-solving approach training on the professional readiness perception of newly hired nurses. Nursing practices are dynamic and require strong problem-solving abilities. Read more about this study
- Who is it for?
- Ages 18 weeks and olderHealthy volunteers can take part
- Conditions the study is for
- Problem-solving
- What is being tested?
- Problem-Solving
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 130 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 5 Mar 2025to 1 Jun 2025
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
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 weeks and older
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Over 18 years of age
- Working for a maximum of 6 months
- Graduated from the Department of Nursing
- To know and understand Turkish at an adequate level
- Voluntary participation
- Access to online education platforms
- Participated in at least 4 out of 5 weekly trainings
Who cannot join
- Department/school change
- The student requests to leave the study
- Continuing formal education
- Not working at the hospital
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
Turkey (Türkiye)1 site
Istanbul Beykent University
Istanbul, Istanbul, 34045
About this study
Official title: The Effect of Problem-Solving Approach Training on Professional Readiness Perception in Newly Graduated Nurses
The aim of this study is to examine the effect of problem-solving approach training on the professional readiness perception of newly hired nurses. Nursing practices are dynamic and require strong problem-solving abilities. In this context, the study will explore how the support provided through education during the transition period for new graduate nurses influences their perception of professional competence.
The hypothesis of the study is that problem-solving approach training will enhance the professional readiness perception of newly hired nurses. It is anticipated that the training will improve the nurses' professional knowledge and skills, equipping them to better handle the clinical challenges they will encounter.
Read more
The study is planned to take place between February and June 2025 at Zoom platform. The population of the study consists of newly hired nurses, and a sample size calculation has been performed using power analysis. Effect size (Cohen's d): An effect size of 0.5 (moderate effect) has been assumed for this study. Alpha level (α): A Type I error rate of 0.05 is used. Power (1 - β): A power of 0.90 (90%) has been targeted.
Using these parameters and the G*Power software, the sample size is calculated to be approximately 64 participants per group. Therefore, the target is to recruit at least 128 participants for the study.
Participants will be randomly assigned to experimental and control groups. The experimental group will receive online and interactive problem-solving approach training. Participants in the experimental group will be supported with problem-solving-based training modules, focusing on decision-making skills related to nursing practice throughout the training process. The control group will not receive any training. After the training, both groups' professional readiness perceptions will be assessed using the previously determined Personal Information Form and Professional Readiness Scale.
The data collected in the study will be analyzed using SPSS (Statistical Package for Social Sciences) for Windows 22.0 software. Kolmogorov-Smirnov test will be used to determine whether the data follows a normal distribution. If p > 0.05, the data will be considered to follow a normal distribution. If p < 0.05, the data will be considered not normally distributed, and skewness and kurtosis values will be examined. For repeated measures, if the data is normally distributed, repeated measures ANOVA will be used; if the data is not normally distributed, Friedman's test will be applied. Descriptive statistics will first be used to summarize the general characteristics of the data, and the means and distributions of pre-test and post-test scores will be determined. To evaluate the effect of the training intervention, paired samples t-test will be applied to assess the differences between pre-test and post-test scores within the same group. This analysis will be used to measure the effect of the training program on time management and procrastination behaviors. Additionally, effect size (e.g., Cohen's d) will be calculated to evaluate the magnitude and significance of the training intervention's effect. Analysis of variance (ANOVA) will be used to determine whether there are significant differences between the groups, depending on the study's needs.
- Conditions
- Problem-solving
- Being tested
- Problem-Solving
- Keywords
- Problem-Solving, Professional Readiness, Newly Graduated Nurses
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Problem-SolvingBehavioural
The problem-solving training consists of five modules, blending theory and practice. Module 1 covers the basics of problem-solving, including key steps like identification, analysis, and evaluation, with group activities for hands-on practice. Module 2 focuses on creative techniques, such as brainstorming and mind mapping, to develop innovative solutions. Module 3 teaches decision-making and prioritization, using tools like SWOT analysis and decision trees, with applied exercises. Module 4 emphasizes teamwork and communication, highlighting conflict resolution and effective collaboration through team-based problem-solving activities. Module 5 integrates all techniques, applying them to real-life scenarios, particularly clinical cases, with group discussions and solution evaluations. The training incorporates interactive learning, simulations, and structured feedback, aiming to enhance problem-solving and leadership skills. Evaluation includes self-assessment and performance observation
| Study group | Role | What they receive |
|---|---|---|
| the experimental group who started working at the hospital | Experimental | Problem solving training was applied to the experimental group. Receives: Behavioral: Problem-Solving |
| control grubu | No intervention | No training was provided. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Professional Readiness
The scale developed by Tarhan and Yıldırım in 2021 consists of a total of 15 items and 3 sub-dimensions. The Cronbach's alpha internal consistency coefficient of the scale, which has a 5-point Likert-type scoring, was found to be .90 in the total scale and .81 in the professional adaptation sub-dimension; .86 in the communication and cooperation sub-dimension; and .82 in the professional competence sub-dimension.
Measured: 5 months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted14 Feb 2025
- Study start5 Mar 2025
- Primary completion1 Apr 2025 (estimated)
- Study completion1 Jun 2025 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Problem-solvingStudies 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
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- The problem-solving training consists of five modules, blending theory and practice. Module 1 covers the basics of problem-solving, including key steps like identification, analysis, and evaluation, with group activities for hands-on practice. Module 2 focuses on creative techniques, such as brainstorming and mind mapping, to develop innovative solutions. Module 3 teaches decision-making and prioritization, using tools like SWOT analysis and decision trees, with applied exercises. Module 4 emphasizes teamwork and communication, highlighting conflict resolution and effective collaboration through team-based problem-solving activities. Module 5 integrates all techniques, applying them to real-life scenarios, particularly clinical cases, with group discussions and solution evaluations. The training incorporates interactive learning, simulations, and structured feedback, aiming to enhance problem-solving and leadership skills. Evaluation includes self-assessment and performance observation
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 130 participants (estimated)
Sponsor and investigators
- Lead sponsor
- University of Beykent
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Seda Tugba Baykara Mat, University of Beykent
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06828029
- Sponsor's protocol ID
- The Effect of Problem-Solving
- Status last verified
- Jan 2025
- First submitted
- 10 Feb 2025
- Last updated
- 26 Mar 2025
- Results posted
- No
- Data monitoring committee
- No
- 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 26 Mar 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Problem-Solving Approach Training on Professional Readiness Perception in Newly Graduated Nurses
- ClinicalTrials.gov ID
- NCT06828029
- Acronym / sponsor ID
- The Effect of Problem-Solving
- Conditions
- Problem-solving
- Keywords
- Problem-Solving, Professional Readiness, Newly Graduated Nurses
- Study type
- Interventional
- Recruitment status
- Enrolling by invitation
- Enrolment
- 130 participants (estimated)
- Lead sponsor
- University of BeykentUniversity, hospital or other
- Study start
- 5 Mar 2025 (actual)
- Primary completion
- 1 Apr 2025 (estimated)
- Study completion
- 1 Jun 2025 (estimated)
- First posted
- 14 Feb 2025 (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.
The aim of this study is to examine the effect of problem-solving approach training on the professional readiness perception of newly hired nurses. Nursing practices are dynamic and require strong problem-solving abilities. In this context, the study will explore how the support provided through education during the transition period for new graduate nurses influences their perception of professional competence.
The hypothesis of the study is that problem-solving approach training will enhance the professional readiness perception of newly hired nurses. It is anticipated that the training will improve the nurses' professional knowledge and skills, equipping them to better handle the clinical challenges they will encounter.
The study is planned to take place between February and June 2025 at Zoom platform. The population of the study consists of newly hired nurses, and a sample size calculation has been performed using power analysis. Effect size (Cohen's d): An effect size of 0.5 (moderate effect) has been assumed for this study. Alpha level (α): A Type I error rate of 0.05 is used. Power (1 - β): A power of 0.90 (90%) has been targeted.
Using these parameters and the G*Power software, the sample size is calculated to be approximately 64 participants per group. Therefore, the target is to recruit at least 128 participants for the study.
Participants will be randomly assigned to experimental and control groups. The experimental group will receive online and interactive problem-solving approach training. Participants in the experimental group will be supported with problem-solving-based training modules, focusing on decision-making skills related to nursing practice throughout the training process. The control group will not receive any training. After the training, both groups' professional readiness perceptions will be assessed using the previously determined Personal Information Form and Professional Readiness Scale.
The data collected in the study will be analyzed using SPSS (Statistical Package for Social Sciences) for Windows 22.0 software. Kolmogorov-Smirnov test will be used to determine whether the data follows a normal distribution. If p > 0.05, the data will be considered to follow a normal distribution. If p < 0.05, the data will be considered not normally distributed, and skewness and kurtosis values will be examined. For repeated measures, if the data is normally distributed, repeated measures ANOVA will be used; if the data is not normally distributed, Friedman's test will be applied. Descriptive statistics will first be used to summarize the general characteristics of the data, and the means and distributions of pre-test and post-test scores will be determined. To evaluate the effect of the training intervention, paired samples t-test will be applied to assess the differences between pre-test and post-test scores within the same group. This analysis will be used to measure the effect of the training program on time management and procrastination behaviors. Additionally, effect size (e.g., Cohen's d) will be calculated to evaluate the magnitude and significance of the training intervention's effect. Analysis of variance (ANOVA) will be used to determine whether there are significant differences between the groups, depending on the study's needs.
Study design
- Primary purpose
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 2
- Model description
- The problem-solving training consists of five modules, blending theory and practice. Module 1 covers the basics of problem-solving, including key steps like identification, analysis, and evaluation, with group activities for hands-on practice. Module 2 focuses on creative techniques, such as brainstorming and mind mapping, to develop innovative solutions. Module 3 teaches decision-making and prioritization, using tools like SWOT analysis and decision trees, with applied exercises. Module 4 emphasizes teamwork and communication, highlighting conflict resolution and effective collaboration through team-based problem-solving activities. Module 5 integrates all techniques, applying them to real-life scenarios, particularly clinical cases, with group discussions and solution evaluations. The training incorporates interactive learning, simulations, and structured feedback, aiming to enhance problem-solving and leadership skills. Evaluation includes self-assessment and performance observation
| Arm | Type | Receives |
|---|---|---|
| the experimental group who started working at the hospital | Experimental | Behavioral: Problem-SolvingProblem solving training was applied to the experimental group. |
| control grubu | No intervention | –No training was provided. |
Who may qualify
- Ages
- 18 weeks and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (7 listed)
- Over 18 years of age
- Working for a maximum of 6 months
- Graduated from the Department of Nursing
- To know and understand Turkish at an adequate level
- Voluntary participation
Key exclusion criteria (4 listed)
- Department/school change
- The student requests to leave the study
- Continuing formal education
- Not working at the hospital
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 |
|---|---|---|
| Problem-SolvingThe problem-solving training consists of five modules, blending theory and practice. Module 1 covers the basics of problem-solving, including key steps like identification, analysis, and evaluation, with group activities for hands-on practice. Module 2 focuses on creative techniques, such as brainstorming and mind mapping, to develop innovative solutions. Module 3 teaches decision-making and prioritization, using tools like SWOT analysis and decision trees, with applied exercises. Module 4 emphasizes teamwork and communication, highlighting conflict resolution and effective collaboration through team-based problem-solving activities. Module 5 integrates all techniques, applying them to real-life scenarios, particularly clinical cases, with group discussions and solution evaluations. The training incorporates interactive learning, simulations, and structured feedback, aiming to enhance problem-solving and leadership skills. Evaluation includes self-assessment and performance observation | Behavioural | the experimental group who started working at the hospital |
Primary outcome
Professional Readiness
Time frame: 5 months
The scale developed by Tarhan and Yıldırım in 2021 consists of a total of 15 items and 3 sub-dimensions. The Cronbach's alpha internal consistency coefficient of the scale, which has a 5-point Likert-type scoring, was found to be .90 in the total scale and .81 in the professional adaptation sub-dimension; .86 in the communication and cooperation sub-dimension; and .82 in the professional competence sub-dimension.
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 26 Mar 2025.
- Individual participant dataSharing planned: No
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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.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Problem-Solving in people with Problem-solving, run by University of Beykent 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 7 inclusion and 4 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: enrolling by invitation, as of the sponsor's last update on 26 Mar 2025. 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?
This study is still under way. Results are not available in the source record yet.
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?
Professional Readiness (time frame: 5 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 26 Mar 2025.