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.
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Knowledge Test
Timeframe: 1 week
The Academic Self-Efficacy Scale (ASES)
Timeframe: 1 week
The Instructional Materials Motivation Survey (IMMS)
Timeframe: 1 week