NCT07427381

Effect of Podcast-Based Education on Preoperative Nursing Competency and Evidence-Based Knowledge in Nursing Students

The Use of Podcasts in Nursing Education: Evaluating the Acquisition of Competency and Evidence-Based Knowledge in Preoperative Preparation

• Status: Not Yet Recruiting
• Phase: N/A
• Study type: Interventional
• Enrollment: 80 (estimated)
• Sponsor: Gamze BULUT · Academic / Other
• Sex: All
• Age: 18 Years
• Healthy volunteers: Accepted

Summary

This study aims to evaluate the effectiveness of podcast-based education on nursing students' competency in preoperative patient care and their knowledge of evidence-based nursing practices. Preoperative care is a critical component of perioperative nursing and plays a key role in patient safety and surgical outcomes. Improving students' competency in this area is essential for maintaining quality care. In this quasi-experimental controlled study, undergraduate nursing students will be randomly assigned to either a control group receiving standard classroom education or an intervention group receiving standard education supplemented with structured podcast materials focusing on preoperative patient preparation and assessment. Outcomes will be measured using validated competency and knowledge assessment tools administered before and four weeks after the educational intervention. The study is designed as a minimal-risk educational intervention and seeks to determine whether podcast-based learning can enhance competency and evidence-based knowledge in nursing education.

Detailed description

Preoperative nursing care requires structured knowledge, clinical reasoning, and competency-based training to ensure patient safety and optimal surgical outcomes. Despite advances in educational technology, limited evidence exists regarding the use of podcast-based learning specifically in preoperative nursing education. This quasi-experimental controlled study will be conducted among second-year undergraduate nursing students enrolled in the Surgical Nursing course. Participants will be randomly assigned to either a control group receiving standard face-to-face instruction or an intervention group receiving standard instruction supplemented with podcast-based educational materials. The podcast intervention will consist of short audio recordings (maximum 5 minutes each) focusing on preoperative patient preparation and assessment. The recordings will be developed by the research team based on current evidence and curriculum objectives. Students in the intervention group will have access to the podcasts for four weeks and may listen to them as frequently as desired. Outcome measures will include: Perceived Preoperative Nursing Care Competency Scale (PPreCC-NS), a validated Likert-type instrument assessing students' perceived competency. Evidence-Based Nursing Practices in Perioperative Care Knowledge Form, a structured true/false questionnaire evaluating knowledge levels. Assessments will be conducted at baseline (prior to the intervention) and four weeks after the educational exposure. Data will be analyzed using appropriate parametric or non-parametric statistical tests depending on distribution characteristics. Statistical significance will be set at p \< 0.05. This study is a minimal-risk educational intervention and does not involve pharmacological or invasive procedures.

Conditions

• Preoperative Care
• Nursing Education
• Podcast
• Evidence Based Nursing

Interventions

Type	Name	Description
BEHAVIORAL	Podcast-Based Education	The intervention consists of a structured podcast-based educational program designed to supplement standard classroom instruction in preoperative nursing care. The podcast series focuses specifically on preoperative patient preparation and assessment and is developed by the research team in accordance with current evidence-based guidelines and curriculum objectives. The podcast materials include short audio recordings (maximum 5 minutes per episode) to facilitate focused and flexible learning. Recordings are scripted in advance, professionally structured, and delivered in an accessible digital format. Students in the intervention group will receive access to the podcast files for a period of four weeks and may listen to the content as frequently as desired using their personal devices. Unlike traditional lecture-based education alone, this intervention allows asynchronous, repeated exposure to standardized educational content, enabling self-paced reinforcement of knowledge and compet

Timeline

• Start date: 2026-02-28
• Primary completion: 2026-04-02
• Completion: 2026-04-28
• First posted: 2026-02-23
• Last updated: 2026-02-23