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Showing 1-6 of 6 trials
NCT05701085
This study focuses on psychosocial barriers at the patient level with the goal of promoting high quality decision making around clinical trials participation. The proposed study adapts the PRE-ACT model to racial and ethnic minority patients who were underrepresented in the original PRE-ACT study and will be combined with a patient navigator model.
NCT07404501
The goal of this clinical trial is to evaluate whether different educational strategies can improve knowledge acquisition regarding burn prevention and first aid among students enrolled in a community-based preparatory course. The main questions it aims to answer are: Does participation in a serious digital game improve knowledge about burn prevention and first aid compared with a traditional lecture? Researchers will compare a serious digital game with a face-to-face educational lecture to determine differences in knowledge acquisition and participant satisfaction between the two educational approaches. Participants will: Receive a brief (5 minutes) standardized introductory explanation about basic concepts of burns; Be randomized to participate in either a serious digital game or a face-to-face educational lecture; Complete knowledge assessment questionnaires prior to and after the intervention; Complete a satisfaction questionnaire; Attend a follow-up assessment two weeks after the intervention.
NCT07166705
In the modern era, university students, especially those from Generation Z, are true digital natives who have grown up with technology and embraced it wholeheartedly. This hyper-cognitive generation has different characteristics than their predecessors and emphasizes educational approaches integrated with innovative technologies over traditional methods. Rather than traditional classroom learning, Generation Z prefers to learn through various media, such as digital games, YouTube videos, and smart devices. Science and technology have made rapid and transformative progress in recent decades. One of these developments is the emergence of the metaverse, a rapidly expanding three-dimensional virtual space. Neal Stephenson coined the term "metaverse" in his 1992 science fiction novel Snow Crash, combining the words "meta," meaning "transcendence and virtuality," and "verse," meaning "world and universe." Enhanced by technologies such as augmented reality (AR), virtual reality (VR), and artificial intelligence, the metaverse creates a 3D virtual sphere where individuals from around the world can come together for shared social interactions. It also serves as an arena for users to participate in various social activities. In recent years, significant events such as the pandemic, conflicts, seismic activity, and climate change have led to disruptions in higher education in certain countries. Due to the pandemic, there has been a significant shift towards distance learning platforms, and students have been denied various opportunities. Distance learning is defined as "an effective form of learning that is independent of time and place. It offers individuals the ability to conveniently configure and update educational materials electronically and integrate different technologies into the learning process. These technologies can be utilized 24/7." The goal of distance education is to ensure continuity of education and increase learner satisfaction. Consequently, universities have adopted various distance learning models to address these challenges and promote their students' academic success. Using the metaverse in education is a significant application area and is widely anticipated to be very promising in the future.
NCT07138599
Purpose of the Study: This investigation will examine whether a brief session with an immersive virtual-reality headset can prepare critical-care nurses to carry out an eleven-step extracorporeal membrane oxygenation circuit check as accurately and as quickly as the standard narrated training video that clinicians normally watch at the bedside. Who Will Take Part: Two groups of volunteers will be enrolled. Eight senior clinicians who already have at least five years of extracorporeal membrane oxygenator experience will test the simulator so that investigators can confirm its realism and educational relevance. In a separate arm, forty-four intensive-care or cardiothoracic nurses with no prior ECMO training or ECMO patient care experience. How Participants Will Be Assigned: Nurses will be allocated by computer in a one-to-one ratio either to the virtual-reality session or to the video. Because the assignment sequence will be generated in advance and concealed inside a secure web form, neither facilitators nor learners will be able to predict the next allocation. The two examiners who will judge each live circuit check will not be told which training each nurse received. What Will Happen During the Study: Experts will first complete a single virtual-reality scenario that guides them through the eleven checks on a simulated circuit. Immediately afterward they will rate the experience with the standard Usefulness Satisfaction and Ease-of-Use questionnaire. Nurses will then receive their assigned training. The virtual-reality group will spend fifteen minutes practising the checklist inside a standalone headset, while the video group will watch a seven-minute narrated recording that mirrors the usual bedside demonstration. After training every nurse will complete a real circuit check on a primed wet circuit. A blinded examiner will watch the procedure, score each of the eleven checklist items, and time the task from start to finish. Measurements the Researchers Will Use: For nurses the primary measurements will be the number of checklist items missed and the total time needed to finish the procedure. For experts the main measurements will be their ratings of realism, usefulness, and ease of use. Investigators will also explore the link between the kind of training received and performance during the wet-lab task to confirm whether the simulator provides valid learning. Where and For How Long the Study Will Run The investigation will take place at two university medical centres in the Netherlands. Each participant's involvement will last no longer than one day, and the entire study is expected to be completed within twelve months of first enrolment. How Many People Will Take Part and Why: Statistical calculations show that twenty-two nurses in each arm will give more than eighty-five per cent power to detect one missed checklist item between groups when the type-one error rate is five per cent. Allowing for potential withdrawals, forty-four novices and eight experts will be recruited. Why the Study Design Matters: By combining an expert validation phase with a randomised, assessor-blinded trial in novices, the study will determine both the realism of the virtual-reality simulator and its ability to improve real-world performance.
NCT07039344
Palliative care is a complex concept in nursing that needs special education and training. However, it is not focused and under-recognized discipline and the same is consistent with nursing students. In Pakistan, conventional teaching methods in nursing have been dominating all over. These methods are insufficient to meet the evolving needs of palliative care education. Hence, it is vital to explore new innovate approaches for palliative care education. Therefore, the goal of this clinical trial is to test a palliative care training program and its impact on experiential learning among senior student Nurses. The study compares the palliative care training through 5 step pedagogical method versus traditional method. Researchers will compare palliative care training program through 5-step pedagogical framework to 2-step conventional method to see is 5-step pedagogical framework is more effective in enhancing experiential learning in palliative care among senior nursing students compare to conventional method. The group 1 receives palliative care education through 2-step method in which didactic lecture and Simulation session provided. The group 2 receive palliative care education through a 5-step pedagogy in which expose to lecture, Simulation session, video, clinical and self-directed learning session. After intervention the experiential learning will be assessed based on knowledge, skill, and self-efficacy questionnaire.
NCT06675838
The purpose of this clinical trial is to determine if a time management training program can effectively reduce procrastination behavior among intern nursing students. It will also explore the impact of this training on students' academic performance and well-being. The main questions it aims to answer are: Does the training reduce procrastination behavior in nursing students? How does the training impact time management skills and academic outcomes? Researchers will implement a time management training program based on the Effective Teaching Model to analyze changes in procrastination behavior. Participants will: Attend a five-day training program, with daily sessions covering specific topics on time management and procrastination Complete a pre-test and post-test to measure changes in procrastination behavior Provide feedback on the training program and engage in practical workshops The study will be conducted at a private university in Istanbul over a four-month period from November 2024 to March 2025, targeting all intern nursing students (N=70). Data will be collected using a general procrastination scale and analyzed for significant changes in time management and procrastination behaviors using SPSS software.