Nurse education in practice · 2025
Effect of scenario-based education on osteoporosis awareness in nursing students: A randomized controlled trial.
СтатьяРандомизированное исследованиеНазвание и аннотация: Перевод в очереди
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Çavuşoğlu Esra, Gün Meral
Аннотация
AIM: The aim of this study is to determine the effect of scenario-based education of nursing students on osteoporosis awareness.
BACKGROUND: In order for nursing students to increase their social motivation in relation to osteoporosis awareness and to demonstrate positive health behaviors, their osteoporosis awareness must first be at the desired level.
DESIGN: The study is a prospective, two-arm (1:1), randomized, controlled, experimental, single-blind clinical trial.
METHODS: A total of 124 nursing students were enrolled in the study, consisting of a scenario group (n = 62) and a control group (n = 62). At the beginning, all students were presented with a personal information form and the Osteoporosis Awareness Scale. Afterwards, all students received a four-hour theoretical lesson on osteoporosis. No additional application was performed in the control group. In the scenario group, a scenario sample prepared by the researchers was processed. The data collection forms were used again four weeks after the theoretical lesson.
RESULTS: As a result of applying the scenario, it was found that awareness of osteoporosis increased significantly in the scenario group (pre-test: 47.62 ± 7.82, post-test: 91.29 ± 8.50) compared with the control group (p < 0.05). An increase in awareness was also found in the control group (pre-test: 48.12 ± 10.87, post-test: 63.90 ± 13.08), although to a lesser extent than in the scenario group (p < 0.05).
CONCLUSIONS: In our study, scenario-based education was found to be a simple and effective method to increase awareness of osteoporosis.
BACKGROUND: In order for nursing students to increase their social motivation in relation to osteoporosis awareness and to demonstrate positive health behaviors, their osteoporosis awareness must first be at the desired level.
DESIGN: The study is a prospective, two-arm (1:1), randomized, controlled, experimental, single-blind clinical trial.
METHODS: A total of 124 nursing students were enrolled in the study, consisting of a scenario group (n = 62) and a control group (n = 62). At the beginning, all students were presented with a personal information form and the Osteoporosis Awareness Scale. Afterwards, all students received a four-hour theoretical lesson on osteoporosis. No additional application was performed in the control group. In the scenario group, a scenario sample prepared by the researchers was processed. The data collection forms were used again four weeks after the theoretical lesson.
RESULTS: As a result of applying the scenario, it was found that awareness of osteoporosis increased significantly in the scenario group (pre-test: 47.62 ± 7.82, post-test: 91.29 ± 8.50) compared with the control group (p < 0.05). An increase in awareness was also found in the control group (pre-test: 48.12 ± 10.87, post-test: 63.90 ± 13.08), although to a lesser extent than in the scenario group (p < 0.05).
CONCLUSIONS: In our study, scenario-based education was found to be a simple and effective method to increase awareness of osteoporosis.