An interventional study of Podcast-Based Education and Video-Based Education in Nursing Education and Fall Risk Assessment, sponsored by Aydin Adnan Menderes University. Completed at 1 site in Turkey (Türkiye). Open to participants aged 18 Years to 45 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-10-14.
Sponsored by Aydin Adnan Menderes University · Not applicable, Interventional, and Other
This randomized controlled study compared three educational approaches for teaching fall-risk assessment to first-year nursing students. The study included 81 nursing students who were randomly assigned in equal numbers to a podcast group, a video group, or a face-to-face instruction group. All three groups received the same educational content on the importance of fall prevention, fall risk factors, systematic fall-risk assessment, and use of the ITAKI Fall Risk Scale, but the content was delivered using different instructional methods. Students' theoretical knowledge of fall-risk assessment was measured before and immediately after the educational intervention. One week later, students' clinical fall-risk assessment performance was evaluated during clinical practice while they assessed patients under their care. The study aimed to compare students' theoretical knowledge and clinical assessment performance across the three instructional approaches.
This three-arm, parallel-group randomized controlled study was conducted with first-year nursing students enrolled in a Fundamentals of Nursing course. Participants were randomly allocated in a 1:1:1 ratio to a podcast group, a video group, or a face-to-face instruction group.
The educational content was standardized across the three groups and covered the importance of fall prevention, fall risk factors, systematic assessment of fall risk, and use of the ITAKI Fall Risk Scale. The podcast group received the content through a 19-minute audio recording, the video group through a 16-minute audiovisual presentation, and the face-to-face instruction group through an approximately 20-25-minute instructor-led session.
Theoretical knowledge was assessed immediately before and immediately after the educational intervention using a 28-item researcher-developed Fall-Risk Assessment Knowledge Test. Clinical fall-risk assessment performance was evaluated one week after the intervention in the clinical setting using a nine-item researcher-developed Fall-Risk Assessment Skills Checklist. The clinical performance assessment was conducted by an assessor who was not involved in delivering the educational interventions and was unaware of the participants' group assignments.
Aydin Adnan Menderes University is the lead sponsor of 240 studies on the registry; 52 are open to participants now.
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Participants received the standardized educational content on fall prevention and fall-risk assessment through a 19-minute audio podcast. The content covered the importance of fall prevention, fall risk factors, systematic fall-risk assessment, and use of the ITAKI Fall Risk Scale. The podcast remained accessible to participants after the intervention.
Behavioral: Podcast-Based Education
Participants received the same standardized education on fall prevention and fall-risk assessment through a 16-minute audiovisual presentation. The educational content covered the importance of fall prevention, fall risk factors, systematic fall-risk assessment, and use of the ITAKI Fall Risk Scale. Participants viewed the video during the scheduled class session, and the video remained accessible after the intervention.
Behavioral: Video-Based Education
Participants received the same standardized educational content through an approximately 20-25-minute instructor-led face-to-face session supported by presentation slides. The content covered the importance of fall prevention, fall risk factors, systematic fall-risk assessment, and use of the ITAKI Fall Risk Scale. Participants were able to ask questions and engage in discussion during the session.
Behavioral: Face-to-Face Education
Participants received standardized education on fall prevention and fall-risk assessment through a 19-minute audio podcast. The educational content covered the importance of fall prevention, fall risk factors, systematic fall-risk assessment, and use of the ITAKI Fall Risk Scale. Participants listened to the podcast individually during the scheduled class session, and the recording remained accessible after the intervention.
Participants received the same standardized education on fall prevention and fall-risk assessment through an approximately 20-minute audiovisual presentation. The educational content covered the importance of fall prevention, fall risk factors, systematic fall-risk assessment, and use of the Itaki Fall Risk Scale. Participants viewed the video during the scheduled class session, and the video remained accessible after the intervention.
Participants received the same standardized education on fall prevention and fall-risk assessment through an approximately 20-25-minute instructor-led face-to-face session supported by presentation slides. The educational content covered the importance of fall prevention, fall risk factors, systematic fall-risk assessment, and use of the ITAKI Fall Risk Scale. Participants were able to ask questions and engage in discussion during the session.
Theoretical Knowledge of Fall-Risk Assessment
Theoretical knowledge of fall-risk assessment was measured using the researcher-developed Fall-Risk Assessment Knowledge Test. The test consists of 28 true/false items. Each correct answer is scored as 1 and each incorrect answer as 0, resulting in a total score ranging from 0 to 28. Higher scores indicate greater theoretical knowledge of fall prevention and fall-risk assessment.
Time frame: Immediately before and immediately after the educational intervention
Clinical Fall-Risk Assessment Performance
Clinical fall-risk assessment performance was evaluated using the researcher-developed Fall-Risk Assessment Skills Checklist. The checklist consists of nine assessment items covering age, level of consciousness, disease status, mobility, elimination needs, vision status, medication use, equipment use, and history of falls. Each item is scored as 0 (not performed), 1 (partially performed), or 2 (performed), resulting in a total score ranging from 0 to 18. Higher scores indicate better clinical fall-risk assessment performance.
Time frame: 1 week after the educational intervention
Plan to share: No — There is no current plan to share individual participant data.
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From the registry record's own update history. This site started tracking changes on Sep 25, 2026; for anything earlier, see the record history on ClinicalTrials.gov ↗
This study is completed, as verified in Oct 2026. You cannot join it, but the record below documents what was studied.
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