Evaluation of the effect of microlearning-based wound healing process course on nursing students' clinical reasoning skills

This experimental study was conducted to determine the effect of the microlearning-based wound healing process course on the clinical reasoning skills of nursing students. The population of the study consisted of second-year students enrolled in the HEM2056 Surgical Diseases Nursing course in the fall semester of the 2022-2023 and 2023-2024 academic year at Karadeniz Technical University, Faculty of Health Sciences, Department of Nursing. Students enrolled in the 2022-2023 fall semester formed the control group, and students enrolled in the 2023-2024 fall semester formed the experimental group. Multiple choice exam, written exam, objective structured clinical exam and forms containing their opinions on the microlearning module were used to collect data. Our study was completed with a total of 87 students, 40 in the control group and 47 in the experimental group. Frequency, percentage, Chi-square and Fisher Exact tests, t-test in independent and dependent groups, ANOVA and Bonferroni test were used to evaluate the data. Students in the control group were given a power point lesson, and students in the experimental group were given a microlearning-based wound healing process and nursing care lesson. Students were evaluated before the lesson, immediately after the lesson, and 31 days later. In the study, it was determined that the clinical reasoning levels, ability to apply dressing to the wound and evaluate the wound, and knowledge levels of the students in the experimental group were significantly higher than the control group after 31 days (p<0.05). As a result of our study, it was determined that microlearning-based video courses had an effect on students' clinical reasoning, knowledge and skills. It is thought that microlearning-based video lessons can be integrated into theoretical courses and used as a useful educational tool in nursing education.