The effect of digital storytelling on nursing students' compliance with isolation precautions and their knowledge levels: A randomized controlled trial

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dc.authoridCALISKAN, Nurcan/0000-0001-9804-3030
dc.authoridGULNAR, EMEL/0000-0002-4766-8927
dc.authoridTorun Kilic, Cigdem/0000-0002-7556-9010
dc.contributor.authorBayram, Sule Biyik
dc.contributor.authorGulnar, Emel
dc.contributor.authorCaliskan, Nurcan
dc.contributor.authorKilic, Cigdem Torun
dc.date.accessioned2025-01-21T16:45:07Z
dc.date.available2025-01-21T16:45:07Z
dc.date.issued2024
dc.departmentKırıkkale Üniversitesi
dc.description.abstractBackground: Digital storytelling is a teaching tool that can help nursing students master the curriculum and improve their skills. This study investigated the effect of digital storytelling on nursing students' knowledge levels and compliance with isolation precautions. Methodology: A pretest-posttest open-label randomized controlled trial. This study was conducted in the nursing department of the faculty of health sciences of a university in T & uuml;rkiye. The sample consisted of 109 fourth-year nursing students divided into experimental (n = 66) and control (n = 43) groups. Data were collected using a Demographic Characteristics Questionnaire (DCQ), the Isolation Knowledge Test (IKT), the Questionnaire of Students' Opinions on Digital Storytelling (QSODS) and the Scale of Compliance with Isolation Precautions (SCIP). The experimental group participated a digital storytelling activity, whilst the control group received an education based on the curriculum. The data were analysed using the Mann-Whitney U test, the Wilcoxon test, analysis of variance (ANOVA), and the Spearman correlation test. Results and Conclusions: The experimental group had significantly higher posttest IKT and SCIP scores than the control group (p < 0.05). Both groups had lower IKT and SCIP scores 2 months after the experiment. However, the change was much smaller in the experimental group. Digital storytelling helped the experimental group participants learn about isolation precautions and how to comply with them. Digital storytelling also promotes learning retention. In conclusion, digital tools are effective in distance learning.
dc.description.sponsorshipDepartment of Nursing, Faculty of Health Sciences
dc.description.sponsorshipThe authors would like to thank students training at fourth class, Department of Nursing, Faculty of Health Sciences.
dc.identifier.doi10.1111/jcal.13062
dc.identifier.endpage3289
dc.identifier.issn0266-4909
dc.identifier.issn1365-2729
dc.identifier.issue6
dc.identifier.scopus2-s2.0-85205462178
dc.identifier.scopusqualityQ1
dc.identifier.startpage3278
dc.identifier.urihttps://doi.org/10.1111/jcal.13062
dc.identifier.urihttps://hdl.handle.net/20.500.12587/25592
dc.identifier.volume40
dc.identifier.wosWOS:001325470600001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofJournal of Computer Assisted Learning
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241229
dc.subjectadult learning; game-based learning; mobile learning; teaching/learning strategies
dc.titleThe effect of digital storytelling on nursing students' compliance with isolation precautions and their knowledge levels: A randomized controlled trial
dc.typeArticle

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