NCT07441577

The Effect of the Fishbowl Method on Nursing Students

Observe, Discuss, and Learn: The Effect of the Fishbowl Method on Nursing Students' Knowledge, Self-efficacy, and Motivation in Breathing and Coughing Exercise Education

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 63 (actual)
• Sponsor: Zeynep Yılmaz · Academic / Other
• Sex: All
• Age: 18 Years
• Healthy volunteers: Accepted

Summary

Background: Breathing and coughing exercises are fundamental components of nursing care in the management of chronic respiratory diseases, and the way students learn these skills is closely related to their clinical skill development. Active learning approaches that combine observation and participation may support skill acquisition more effectively than passive instruction. The Fishbowl teaching method is an interactive approach that allows students to learn through structured observation, discussion, and practice. However, its use in teaching breathing and coughing exercises in nursing education has not yet been examined. This study aims to evaluate the effect of the Fishbowl teaching method on nursing students' learning experience in the instruction of breathing and coughing exercises. Methods: This study is designed as a randomized controlled pretest-posttest experimental study. A total of 63 first-year nursing students will be randomly assigned to either an intervention group or a control group. The intervention group will receive instruction using the Fishbowl teaching method, while the control group will be taught using traditional demonstration-based instruction. Data will be collected using the Knowledge Test, Academic Self-Efficacy Scale, and Instructional Materials Motivation Scale at pretest and posttest time points.

Detailed description

Nursing education plays a fundamental role in preparing students to transform theoretical knowledge into safe and effective clinical practice. In addition to increasing knowledge levels, it aims to develop higher-order competencies such as critical thinking, clinical decision-making, and problem-solving. However, traditional information-centered teaching approaches may be insufficient for fostering these competencies. Contemporary educational perspectives emphasize active learning processes involving observation, practice, reflection, and feedback, leading nursing education toward learner-centered and interactive methods that support deeper learning and clinical readiness. Chronic respiratory diseases remain a major public health concern due to high morbidity and mortality. Nursing care is central to their management, particularly through monitoring respiratory status, symptom control, and patient education. Among non-pharmacological interventions, breathing and coughing exercises are essential for airway clearance, ventilation improvement, treatment adherence, and prevention of complications. Therefore, nurses must be competent not only in performing these exercises but also in teaching them effectively to patients. Because correct performance directly affects clinical outcomes, these exercises require structured teaching and feedback. Conventional lecture-based instruction often leads to passive participation, whereas interactive strategies enhance engagement and knowledge transfer. One such approach is the Fishbowl method, an interactive small-group strategy in which students alternate between performer and observer roles, followed by feedback and reflection. This structure promotes active participation and clinical reasoning. Beyond cognitive and psychomotor skills, affective outcomes are also important. Academic self-efficacy-the belief in one's ability to successfully perform a task-strongly influences motivation and performance. Learning environments that include peer observation and active participation may strengthen self-efficacy perceptions. Although the Fishbowl method has been studied for various learning outcomes, its effectiveness in teaching breathing and coughing exercises has not been directly examined. Investigating its impact on nursing students' knowledge, self-efficacy, and motivation therefore represents a relevant area of inquiry.

Conditions

• Educational Problems

Interventions

Type	Name	Description
OTHER	Fishbowl Teaching Method	Students in the intervention group (n = 33) were divided into subgroups of 5-6 students to facilitate effective implementation of the Fishbowl method. Six separate sessions were conducted using the same scenario ensuring content standardization. Before the sessions, students received a briefing from the faculty member responsible for the Fundamentals of Nursing laboratory course. The scenario was distributed in print, roles (student nurse, patient, observer) were explained, and students were given 10-15 minutes to review the case and voluntarily select roles; the researcher acted only as a facilitator. During the session, inner-circle students performed the application while outer-circle students evaluated performance using the Fishbowl Observation Form. After each session, structured feedback was provided by the observers and faculty member, and strengths and areas for improvement were discussed. Each session lasted approximately 25-30 minutes.

Timeline

• Start date: 2025-04-28
• Primary completion: 2025-05-23
• Completion: 2025-08-29
• First posted: 2026-03-02
• Last updated: 2026-03-02

Locations

1 site across 1 country: Turkey (Türkiye)