The effect of self-directed learning via a smartphone application and small-group teaching on nursing students’ learning of pressure injury assessment: A randomized controlled study

Abstract

Background

Pressure injuries (PI) are a common health problem that reduces patients' quality of life, increases morbidity and mortality and contributes to healthcare costs. Although PI assessment is an essential skill for prevention and correct management, adequate training is not provided in nursing education.

Objectives

To compare the effects of three parallel PI assessment training methods—self-directed learning via a smartphone application (SDL_SA), small group teaching (SGT) and the control group—on the knowledge and skills of nursing students.

Design

A three-arm, parallel group randomized controlled trial was conducted. The trial was registered on ClinicalTrials.gov (ID: NCT05354687).

Methods

The study was conducted at a public university in Türkiye with fourth-year undergraduate nursing students (n = 93). Students were randomly assigned to one of three groups (SDL_SA group, SGT group and control group). While the control group received the existing training, the SDL_SA and SGT groups received a two-stage training program. The Pressure Injury Assessment Knowledge Test, the Education Evaluation Form and the Pressure Injury Assessment Skill Test were administered before and after training.

Results

The post-test scores of the SGT and SDL_SA groups for knowledge and total skills were significantly higher than the pre-test scores (p < 0.05). On the post-skill test, both the SGT and SDL_SA groups scored significantly higher than the control group on overall score (F=36.429, p < 0.001).

Conclusions

SDL_SA and SGT can provide a comprehensive learning experience in the acquisition of nursing skills. It is recommended that further research is conducted on SDL_SA and SGT in different subjects and larger populations.