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Showing 1-20 of 35 trials
NCT07500584
This study is a randomized controlled trial designed to evaluate the effectiveness of a structured psychodrama-based intervention on psychological well-being, empathy, self-compassion, and personality-related characteristics among undergraduate nursing students. The study will be conducted at the Faculty of Nursing, University of Foggia, Italy, with students enrolled in the Department of Medical and Surgical Sciences. Participants will be randomly assigned to either an intervention group or a control group using a computer-generated randomization procedure. The intervention group will participate in a structured psychodrama program consisting of ten weekly sessions, each lasting approximately two hours. The sessions will be conducted by a certified psychodrama therapist, following a structured framework aimed at enhancing emotional awareness, interpersonal skills, role-taking capacity, and psychological well-being. The control group will not receive any intervention during the study period and will continue with their routine academic activities. Data will be collected at three time points: baseline (pre-test), post-intervention, and a 2-month follow-up. In the pre-, post-, and follow-up assessments, the Positive and Negative Affect Schedule (PANAS), PERMA Profiler, Basic Empathy Scale (BES), Self-Compassion Scale (SCS), Emotional Contagion Scale (ECS), Rosenberg Self-Esteem Scale, and the HEXACO Personality Inventory will be administered. The primary aim of the study is to determine whether psychodrama intervention leads to significant improvements in psychological well-being and interpersonal functioning compared to the control group. Secondary outcomes include changes in empathy, self-compassion, emotional contagion, self-esteem, affective states, and personality traits. This study adopts a mixed factorial design (intervention vs. control × time), allowing for the evaluation of both short-term and sustained effects of the intervention. The findings are expected to contribute to the development of evidence-based educational and psychosocial interventions aimed at supporting the mental health and professional development of nursing students.
NCT07448259
The purpose of this study is to evaluate how an Artificial Intelligence -assisted learning platform affects nurses' ability to calculate medication dosages accurately. Drug calculation is a critical skill in nursing, and errors can significantly impact patient safety. While traditional teaching methods are standard, they may not provide the personalized feedback needed for such a high-stakes task. This study compares two groups of nurses: one group using an Artificial Intelligence-driven software that provides interactive scenarios and real-time guidance, and another group receiving traditional classroom instruction. The researchers aim to determine whether the AI approach leads to: Improved theoretical knowledge of drug calculations. Enhanced clinical decision-making during medication administration. Increased nurses' confidence (self-efficacy) in performing these tasks in real clinical settings. In addition, a qualitative component conducted using focus group discussions to explore participants' acceptance, perceived usefulness, usability, and overall perceptions of the AI-assisted learning platform. This qualitative inquiry provides a deeper insight into nurses' experiences, attitudes toward AI integration in education, and their opinions regarding the effectiveness of the teaching and learning strategies used within the platform.
NCT07427381
This study aims to evaluate the effectiveness of podcast-based education on nursing students' competency in preoperative patient care and their knowledge of evidence-based nursing practices. Preoperative care is a critical component of perioperative nursing and plays a key role in patient safety and surgical outcomes. Improving students' competency in this area is essential for maintaining quality care. In this quasi-experimental controlled study, undergraduate nursing students will be randomly assigned to either a control group receiving standard classroom education or an intervention group receiving standard education supplemented with structured podcast materials focusing on preoperative patient preparation and assessment. Outcomes will be measured using validated competency and knowledge assessment tools administered before and four weeks after the educational intervention. The study is designed as a minimal-risk educational intervention and seeks to determine whether podcast-based learning can enhance competency and evidence-based knowledge in nursing education.
NCT07408492
The goal of this clinical trial is to find out whether an artificial intelligence (AI)-powered research training course can improve nursing students' research skills, attitudes toward artificial intelligence, and readiness to use AI in research and education. The main questions this study aims to answer are: Does AI-powered research training improve nursing students' understanding of research methods? Does this training improve nursing students' attitudes toward artificial intelligence? Does the course increase nursing students' readiness and confidence to use artificial intelligence in research-related activities? Researchers will compare nursing students who take an AI-powered research training course with students who receive usual education without AI-based training. Participants will: Be randomly assigned to either the AI-powered research training group or the usual education group Complete online questionnaires about research skills, attitudes toward artificial intelligence, and readiness to use AI Attend assessments at three time points: before the course, immediately after the course, and three months later The AI-powered research training course includes structured sessions on research methods and the responsible use of artificial intelligence tools for literature review, research design, data analysis support, and academic writing. The results of this study may help improve research education and support the safe and effective use of artificial intelligence in nursing education and research.
NCT07373665
This study examined the effect of a problem-based learning (PBL) instructional approach on undergraduate nursing students' learning outcomes in obstetrics health nursing. The intervention was implemented with nursing students at the Faculty of Nursing, Benha University, Egypt. Students participated in structured problem-based learning sessions designed to enhance critical thinking, clinical decision making, and knowledge retention related to maternal and newborn health topics. Learning outcomes were assessed before and after the intervention using validated assessment tools. The findings of this study aim to provide evidence on the effectiveness of problem-based learning as an educational strategy in nursing education and to inform curriculum development and teaching practices in obstetrics health nursing Course.
NCT07364994
The goal of this interventional study is to evaluate the effectiveness of a composite active learning strategy, integrating the Flipped Classroom model and Team-Based Learning (TBL), for improving Evidence-Based Practice (EBP) competence in second-year undergraduate nursing students. The main questions it aims to answer are: * Does the educational intervention significantly improve students' self-reported knowledge of EBP concepts? * Does the educational intervention significantly improve students' self-reported skills in EBP processes (e.g., critical appraisal)? * Does the educational intervention significantly improve students' attitudes towards EBP? Participants, who were all second-year nursing students enrolled in a specific academic year, took part in a mandatory 64-hour EBP educational module. Their main tasks were: * To complete a validated self-assessment questionnaire (the Evidence-Based Practice Competence Questionnaire, EBP-COQ) at baseline (March 2024) and immediately following the intervention (April 2024). * To engage in the "Core EBP" module of the course (12 hours), which was delivered using a Team-Based Learning (TBL) strategy. This module comprised: * Asynchronous individual preparatory study (Flipped Classroom phase) of provided scientific articles and lecture notes, conducted 1-2 weeks prior to each session. * Participation in three in-person, 4-hour interactive sessions (12 contact hours total), following the structured TBL cycle of Readiness Assurance (iRAT and tRAT) and Team Application exercises.
NCT06900179
Malignant fungating wounds (MFWs) affect 5-14% of patients with advanced cancer, making them a common complication in this population. Characterized by symptoms such as foul odor, heavy exudate, bleeding, moderate to severe pain, and infection, MFWs cause significant physical discomfort and pose life-threatening risks while also leading to profound psychosocial issues, including shame and social isolation. These factors severely impact patients' quality of life, with half of those diagnosed surviving only six months on average. However, clinical nursing staff often lack adequate knowledge and skills in managing MFWs, with an average accuracy rate of just 56.5%. Notable deficiencies exist in areas such as wound disinfection, odor control, and wound assessment, directly affecting the quality of patient care and highlighting an urgent need for specialized MFW training. Traditional MFW education often lacks real-life clinical scenarios and hands-on practice, resulting in a gap between learning and application and leaving learners ill-prepared for the complexities of clinical settings. In contrast, augmented reality (AR) technology presents new possibilities for nursing education. AR can create highly simulated clinical environments where learners can safely practice complex clinical skills, enhancing clinical decision-making abilities. The implementation of AR-based training programs provides nursing staff with a more realistic and effective learning experience, allowing them to better address the challenges posed by MFWs and ultimately contributing to improvements in patient care and quality of life.
NCT07262424
Simulation is a cornerstone of health sciences education, with debriefing being its most critical component for fostering clinical skills. While various debriefing styles exist, there is limited evidence comparing the effectiveness of instructor-centered (ICT) versus learner-centered (LCT) approaches, specifically on the development of clinical judgment in nursing students.
NCT07256990
Electronic training course to help Syrian nurses prevent chronic kidney disease Why are the investigators doing this study? Chronic kidney disease (CKD) is common in Syria, yet many nurses have not received up-to-date training on early detection or patient education for risk reduction. The investigators aim to determine whether a brief, phone-friendly online course can improve nurses' knowledge, day-to-day practice, confidence, and satisfaction. What will happen? Registered nurses employed in nephrology, cardiology, or endocrinology units will be invited to participate. Each nurse will complete a short online quiz and questionnaire before the course. Participants will then work through seven brief learning modules (videos, posters, case stories, quizzes) on a phone or computer over four weeks. Two weeks after the final module, participants will repeat the same quiz and questionnaire so the investigators can measure any change. The investigators will also request feedback on course acceptability and suggestions for improvement. Possible benefits If the course proves effective, the investigators plan to offer it to additional nurses across Syria and distribute the materials free of charge. Number of volunteers the investigators plan to enrol 30 nurses (single group; no randomisation). Primary outcome the investigators will measure Change in CKD-prevention knowledge score from baseline to immediately post-course.
NCT07071285
This study aims to explore the impact of interactive breastfeeding e-books on nursing students' breastfeeding learning outcomes. The subjects are third-year nursing students from a university in central Taiwan. A randomized controlled design will be adopted. The experimental group will use interactive breastfeeding e-books for learning, while the control group will use traditional face-to-face courses to evaluate the changes in students' breastfeeding knowledge, skills, and learning motivation. The expected results can provide a reference for innovative teaching models in nursing education and promote the future clinical promotion of breastfeeding.
NCT07139262
This study aims to evaluate the impact of a structured climate-resilient disaster preparedness education program on undergraduate nursing students' knowledge and practical skills. Climate change has intensified the frequency and severity of disasters, increasing the need for health professionals who are trained to respond effectively. Nursing students, as future frontline providers, must be equipped with both theoretical knowledge and hands-on competencies to manage disaster situations that are influenced by climate variability. The study was conducted at Jouf University, Saudi Arabia, using a quasi-experimental design with intervention and control groups. A total of 160 undergraduate nursing students were recruited and randomly assigned at the class level (80 intervention, 80 control). The intervention group participated in a tailored disaster preparedness training program incorporating lectures, interactive workshops, and simulation-based exercises with a focus on climate-resilient responses. The control group continued with their standard nursing curriculum. Outcomes were measured using validated instruments: a disaster preparedness knowledge questionnaire and an Objective Structured Clinical Examination (OSCE) for disaster management skills. Assessments were conducted at baseline, immediately post-intervention, and at a 4-week follow-up to evaluate retention. The primary hypothesis is that students who receive the climate-resilient disaster preparedness education will demonstrate significantly greater improvement in knowledge and skills compared to those in the control group. Findings will provide evidence for integrating climate-resilient disaster preparedness into undergraduate nursing curricula to strengthen health workforce readiness for emerging global health challenges.
NCT07132320
This clinical trial aims to develop a pressure ulcer nursing AI mobile application based on a clinical judgment model and verify its effectiveness among clinical nurses. The study consists of algorithm development, application design, implementation, and a comparative evaluation of nurses using the AI app versus a control group not given the application. Outcomes include clinical judgment, knowledge in pressure ulcer nursing, educational satisfaction, and pressure ulcer incidence. The investigators expect the AI-driven intervention to improve practical nursing skills, reduce pressure ulcer occurrence, and contribute to patient-centered care in hospital settings.
NCT07096518
This study was designed to examine the effects of a Chat Generative Pre-trained Transformer (ChatGPT)-integrated lecture on nursing students' knowledge, motivation, and knowledge retention related to endotracheal suctioning. The effects of this Artificial Intelligence (AI)-supported lecture were compared with those of a traditional lecture. ChatGPT, an AI-based language model, was used to provide interactive and personalized support during the learning process.
NCT07080840
By applying statistical methods such as analysis of variance (ANOVA), this study incorporates both the content and the intensity (frequency) of educational interventions to design multiple regression models for evaluating education strategies. Through each round of laboratory data, the investigators aim to identify the most effective educational model using empirical data. The findings will not only improve phosphorus management and enhance the quality of care but also reduce unnecessary nursing workload and help establish an optimal educational protocol and training framework. Based on literature review and clinical experience, it is well recognized that, in addition to receiving regular and adequate dialysis, effective phosphorus control relies heavily on patients' daily dietary selection and the appropriate use and frequency of phosphate binders. Hence, this study aims to investigate the correlation between phosphorus control and patient education delivered by nursing staff, focusing on dietary management, phosphate binder usage, and knowledge of dialysis principles. By applying statistical methods such as analysis of variance (ANOVA), this study incorporates both the content and the intensity (frequency) of educational interventions to design multiple regression models for evaluating education strategies. Through each round of laboratory data, we aim to identify the most effective educational model using empirical data. The findings will not only improve phosphorus management and enhance the quality of care but also reduce unnecessary nursing workload and help establish an optimal educational protocol and training framework.
NCT06896968
Earthquakes are natural disasters with sudden and destructive effects, causing loss of life, injuries, psychological trauma, and economic losses. Turkey is located on active fault lines, and a significant portion of its population is at risk of earthquakes. Therefore, earthquake preparedness is critically important for public health. Nursing students, as future healthcare professionals, must be prepared for disasters. Earthquake preparedness and awareness training enable students to act consciously before, during, and after an earthquake, contributing to their effective participation in disaster management. These training programs enhance earthquake literacy, supporting quick and accurate decision-making in high-risk situations. This study is designed as a non-randomized, pre-test-post-test quasi-experimental study. Data will be collected using the Socio-Demographic Characteristics Form, "Individuals' Knowledge Scale on Readiness Levels Before and During Earthquakes, Individuals' Behavior Scale on Readiness Levels Before and During Earthquakes, Earthquake Literacy Scale, and Attitudes Toward Earthquake Scale." Assessments will be conducted before the intervention and again at the end of a 12-week period following the intervention. This study aims to comprehensively examine the impact of earthquake preparedness and awareness training on nursing students studying in a high-risk seismic zone in Turkey. Specifically, it will evaluate the students' readiness levels before and during an earthquake, their earthquake literacy, and their attitudes toward earthquakes. By highlighting the significance of educational programs designed to enhance nursing students' knowledge, preparedness, and attitudes toward earthquakes, this research seeks to contribute to strengthening the role of healthcare professionals in disaster management.
NCT06751446
The goal of this clinical trial is to determine whether scenario-based simulation training can effectively enhance critical thinking and clinical reasoning skills in nursing students in Bangladesh, focusing on postoperative nursing management. The main questions it aims to answer are: 1. Does scenario-based simulation training improve critical thinking and clinical reasoning skills in postoperative nursing management? 2. Is scenario-based simulation training more effective than traditional skills training in enhancing these skills? Researchers will compare an intervention group (receiving scenario-based simulation training) to a control group (receiving traditional skills training) to see if the intervention leads to greater improvements in critical thinking and clinical reasoning abilities. Participants will: * Attend lectures on postoperative nursing care, take a pre-test, and be randomly assigned to either the intervention or control group. * The intervention group will undergo scenario-based simulation training, while the control group will receive traditional skills training. * Both groups will engage in individual practice and complete post-training evaluations to assess critical thinking, clinical reasoning, and overall competency This study aims to identify an effective teaching strategy for nursing students, enhancing their ability to handle complex clinical situations and improving patient care quality.
NCT06884605
Problem-based learning and mind mapping methods contribute positively to the learning of nursing students and also improve their critical thinking skills.
NCT06982014
The goal of this clinical trial is to evaluate the effectiveness of moulage-based simulation training in improving nursing students' ability to recognize physical violence in women. The main questions it aims to answer are: Does moulage-based simulation improve nursing students' ability to recognize signs of physical violence in women compared to traditional training methods? How does the simulation affect nursing students' attitudes and knowledge about gender-based violence? Researchers will compare an experimental group, which will participate in moulage-based simulation training, to a control group that will receive a standard educational video on the topic of gender-based violence. This comparison will assess whether the simulation method provides better outcomes in terms of recognizing violence and improving students' attitudes. Participants will: Engage in a clinical simulation involving standardized patients showing signs of physical violence. Complete pre- and post-training assessments, including attitude surveys and knowledge tests. Reflect on their learning experience through post-intervention evaluations.
NCT06339515
The aim of this study is to design, implement and evaluate the School Health Nursing course in the undergraduate nursing program using the universal design model.
NCT06548698
Gamification is an applied, team-based approach in which students are actively involved. This study was conducted to evaluate the effect of escape room experience on the level of problem solving skills and professional behavior in nursing students. This study was completed in a randomized controlled trial with 43 final year nursing students from a university. Students were randomized into intervention (n=22) and control (n=21) groups. In this study, data were collected with the Game Experience Scale, Problem Solving Inventory, and Nursing Students Professional Behavior Scale. The data obtained from the study were evaluated with SPSS 24.0. Descriptive statistics; number (n), percentage (%), mean (X), standard deviation (SD) were given. Statistical significance level was evaluated as p\<0.05. The students in the intervention group analyzed the breast cancer surgery case with the escape room experience. The students were divided into groups of 5 and tried to complete the tasks given by the researchers within 30 minutes. During the escape room practice, the researchers were present in the rooms as observers and evaluated the participants.