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As you now have gained a better understanding of how RCTs are defined, how to employ their design, and what the strengths, weaknesses, validity issues, assumptions, ethical issues and CONSORT are, we can now explore how to put this new knowledge to use by applying it to a specific problem. The following study by Durgun Ozan et al. (2020) will be used to further explain the application of RCTs, in this case, a single-blind randomized control trial. This study will focus on the effects that Watson’s theory of Human Caring has on the reduction of anxiety levels on nursing students within education.
Study Title: The effects of clinical education program based on Watson's theory of human caring on coping and anxiety levels of nursing students: A randomized control trial
Problem/Question: To examine the effect of the clinical education program based on Watson's theory of human caring on coping and anxiety levels of nursing student.
Methodology: Single‐blind, randomized controlled trial.
Single-blind RCT: If only one control group is blinded to the treatment, the study is called single blind (Kabisch et al., 2011)
Control Group: Routine clinical education program
Intervention Group: Watsons Human Caring Theory
Intervention/Treatment: Instructors of experimental group were trained in Watsons Human Caring Theory
Background
Background
Nursing education is highly important in effectively shaping the future generation of nurses. However, nursing education is often accompanied by high levels of stress and anxiety based on the expectations and strict deadlines. Previous studies have outlined the effects that nursing education has on the mental well-being of students. Specifically, students are fearful of “making mistakes, being monitored by the instructors during clinical practices, starting practices in a new clinic, inadequate knowledge and not feeling ready to perform clinical practices” (Durgyn Ozan et al., 2020, p. 621). While positive effects to stressful situations exist within education, such as an increase in motivation which aids in learning development and overall performance, this study will highlight why it is important for instructors to understand the nature and causes of stress (Durgyn Ozan et al., 2020). For the purpose of this study, Watsons Human Caring Theory will be utilized. The purpose of using Watson's Theory of Human Caring is that “it emphasizes a human, healing and affection‐centered care, not medical care” (Durgyn Ozan et al., 2020, p. 622). Watson defined nursing care as a “scientific, ethical, aesthetic and professional process in which two people interact mutually through physical, mental, spiritual, and sociocultural means” (Durgyn Ozan et al., 2020, p. 621). It is believed that when the nursing educators utilize Watsons theory, the reduction of stress on nursing students will decrease, compared to the control group who received routine clinical education techniques.
Method
Method
The study was completed with a total of 102 students after inclusions and exclusions.
Intervention group: 51
Control group: 51
The students who agreed to participate in the study did not know to which group they were assigned.
To prevent any negative effects caused by communication between the students and instructors, both students, and instructors were blinded in the study.
Two instructors in the intervention group and two instructors in the control group.
The instructors in the intervention group prepared for the study using a standard guideline in accordance with Watson's Human Caring Theory.
The instructors in the intervention group applied a clinical education program based on the theory of human caring (THC) during the clinical practice.
The students in the intervention group were allowed to communicate with the instructor during the clinical practice whenever they wanted via the phone and email.
A one‐to‐one study was conducted with the students in the field of clinical practice.
The interviews with the students lasted approximately 20 to 40 minutes.
The other instructors applied the routine clinical education program to the students in the control group.
By using the clinical education program based on Watsons theory, it was aimed for the students in the intervention group to attend the clinical application with less stress and to cope with the problems they experienced in the practice.
Results
Results
Following the study, the anxiety mean score of the intervention group was lower at a statistically significant level compared to the control group.
Following the study, the mean score of the intervention group was statistically significantly higher in the self‐confident approach and social‐support seeking approach subscales of the coping scale compared to the control group.
In the unconfident approach and submissive approach subscales, the mean score of the intervention group was lower at a statistically significant level compared to the control group.
No statistically significant difference was determined in the optimistic approach subscale
Discussion
Discussion
The objective of this study was to test Watsons theory of Human Caring in hopes of improving the stress and anxiety levels of nursing students in the future. The study proves that by using Watsons approach on the intervention group, this in fact lowered the stress score compared to the students in the control group. It was also observed that those in the intervention group had more self-confidence going into the interview than those in control group. Ultimately, the study concluded that to reduce stress levels within students, self-confidence needed to be improved.
Limitations
Limitations
Third‐year nursing students at a university in Eastern Turkey
Small sample size
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