[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"leadSponsorName\":\"Mehmet Akif Ersoy University\",\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:":109},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,3,0,[8,47,76],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":19,"targetDuration":4,"studyType":22,"phases":23,"briefSummary":25,"conditions":26,"keywords":29,"overallStatus":34,"whyStopped":4,"lastUpdateSubmitDate":35,"lastUpdatePostDateStruct":36,"startDateStruct":39,"completionDateStruct":41,"leadSponsor":43,"locationsCount":46},"100595164","gamified-learning-for-pressure-injury-prevention-100595164",false,"NCT07028892","Gamified Learning for Pressure Injury Prevention","Gamified Learning for Pressure Injury Prevention: A Randomized Controlled Trial to Enhance Knowledge, Skills, and Attitudes Among Nurses","Inclusion Criteria:\n\n* Being Registered Nurse for more than 1 year\n* Having at least an associate degree of nursing\n* Having a smart-phone or tablet\n* Being more than 18 years old\n\nExclusion Criteria:\n\n\\-",true,"ALL","18 Years",{"count":20,"type":21},60,"ESTIMATED","INTERVENTIONAL",[24],"NA","The goal of this Randomized Controlled Trial is to define the effect of gamified teaching methods for pressure injury prevention in intensive care nurses. The main questions it aims to answer are:\n\nH1: The gamified learning experience will increase the nurses' knowledge of pressure injury prevention compared to the control group.\n\nH2: The gamified learning experience will increase the nurses' skills in pressure injury prevention compared to the control group.\n\nH3: The gamified learning experience will increase the nurses' attitude toward pressure injury prevention compared to the control group.\n\nResearchers will compare two arm to see if there is a difference in knowledge, skills, and attitudes. Participants in the experimental group will be educated via a gamified mobile learning application.",[27,28],"Pressure Injuries","Pressure Ulcer Prevention",[30,31,32,33],"intensive care nurses","gamification","mobile learning","pressure injuries","NOT_YET_RECRUITING","2025-06-11",{"date":37,"type":38},"2025-06-19","ACTUAL",{"date":40,"type":21},"2025-08-01",{"date":42,"type":21},"2025-11",{"name":44,"class":45},"Mehmet Akif Ersoy University","OTHER",1,{"id":48,"slug":49,"hasResults":11,"nctId":50,"briefTitle":51,"officialTitle":52,"acronym":4,"eligibilityCriteria":53,"healthyVolunteers":16,"sex":54,"minAge":18,"maxAge":55,"enrollmentInfo":56,"targetDuration":4,"studyType":58,"phases":4,"briefSummary":59,"conditions":60,"keywords":63,"overallStatus":34,"whyStopped":4,"lastUpdateSubmitDate":68,"lastUpdatePostDateStruct":69,"startDateStruct":71,"completionDateStruct":73,"leadSponsor":75,"locationsCount":4},"100588445","effect-of-normal-birth-simulation-and-podcast-training-given-to-pregnant-women-on-birth-fear-belief-and-self-efficacy-100588445","NCT06941493","Effect of Normal Birth Simulation and Podcast Training Given to Pregnant Women on Birth Fear, Belief and Self-Efficacy","Effect of Normal Birth Simulation and Podcast Training Given to Pregnant Women on Birth Fear, Belief and Self-Efficacy: Randomized Controlled Study","Inclusion criteria Able to speak, understand and write Turkish,\n\n* Those between the ages of 18-35\n* Spontaneous pregnancy,\n* Primiparous pregnant women\n* 30-34. week of pregnancy\n* Any health problems (hypertension, heart, diabetes, tuberculosis, HIV, cancer, etc.) non-\n* Singleton pregnancy\n* Participating in routine pregnancy education class\n* Having a phone with internet connection for training meetings Exclusion criteria from the study\n* Pregnant women diagnosed with medium and high risk pregnancy (such as oligohydramnios, preeclampsia, heart disease, diabetes, placenta previa)\n* Presence of any diagnosed psychiatric disease (such as anxiety, depression)","FEMALE","35 Years",{"count":57,"type":21},114,"OBSERVATIONAL","According to the World Health Organization (WHO), health education is \"educational practices carried out in order to provide individuals, families and society with a healthy lifestyle, to adopt and implement the measures to be taken to improve their health, to get them used to using the health services offered, to persuade them to improve their health and their environment, to make them reach a common decision and to direct them to action\" . As in all stages of life, it is known that the trainings given during pregnancy contribute to the protection of maternal and infant health. The aim of childbirth preparation trainings given for a healthy pregnancy and birth process is to develop positive health behaviors in line with the needs of the person, to increase confidence in oneself and one's body, to reduce the stress caused by the fear and uncertainty associated with childbirth encoded since the past, to ensure the desire to give birth normally and to ensure secure mother-baby bonding. Although prenatal education has positive contributions to the pregnancy and birth process, it has been determined that the verbal expression of the teaching style of routine prenatal education leads to a passive acceptance without establishing a cause and effect relationship by weakening the learning effect and moving away from mutual interaction. In the study conducted by Downe et al. (2019), it was determined that routine prenatal education was insufficient to meet the information needs of women. It is thought that prenatal education prepared through simulation and podcast by utilizing the advantages of digital technology on health education can be useful in increasing women's beliefs and self- efficacy towards normal delivery, reducing their fear of childbirth, increasing their knowledge levels and eliminating misinformation. From this point of view, our study is aimed to bring innovation to the literature. The aim of this study is to examine the effect of simulation and podcast education used in prenatal education on pregnant women's fear of childbirth, birth beliefs and birth self-efficacy.\n\nhe main questions it aims to answer are\n\nResearch question 1: Do the trainings given to pregnant women affect fear of childbirth? Research question 2: Do the trainings given to pregnant women affect birth self-efficacy? Research question 3: Does education for pregnant women affect birth beliefs? To see if the drug ABC treats severe asthma, the researchers will compare it to a placebo (a substance that looks like a drug, but does not contain one).\n\nTo assess the effectiveness of prenatal education, the researchers will Group 1 will be trained with simulated labor for 4 weeks in addition to routine pregnancy education Group 2 will be shown podcast videos simulating childbirth for 4 weeks in addition to routine pregnancy education Group 3 will be provided with routine prenatal education",[61,62],"Fear of Childbirth","Childbirth Education",[64,65,66,67],"Pregnancy","prenatal education","simulation","podcasd","2025-05-07",{"date":70,"type":38},"2025-05-08",{"date":72,"type":21},"2025-05-16",{"date":74,"type":21},"2025-12-31",{"name":44,"class":45},{"id":77,"slug":78,"hasResults":11,"nctId":79,"briefTitle":80,"officialTitle":81,"acronym":4,"eligibilityCriteria":82,"healthyVolunteers":16,"sex":17,"minAge":83,"maxAge":83,"enrollmentInfo":84,"targetDuration":4,"studyType":22,"phases":86,"briefSummary":87,"conditions":88,"keywords":93,"overallStatus":34,"whyStopped":4,"lastUpdateSubmitDate":101,"lastUpdatePostDateStruct":102,"startDateStruct":104,"completionDateStruct":106,"leadSponsor":108,"locationsCount":46},"100584897","effects-of-virtual-reality-and-helfer-skin-tap-during-vaccination-100584897","NCT06895330","Effects of Virtual Reality and Helfer Skin Tap During Vaccination","Virtual Reality Vs. Helfer Skin Tap: Which One is Helping Children Cope with Fear, Anxiety, and Pain During Vaccination?","Inclusion Criteria:\n\n* 13 years\n* being conscious (with the ability to communicate)\n\nExclusion Criteria:\n\n* having a physical and psychological condition\n* taking any analgesics, sedatives, or anticonvulsants in the past 24 hours\n* having chronic or life-threatening disease\n* refusing the virtual reality or helfer skin tap technique intervention during vaccine injection.","13 Years",{"count":85,"type":21},138,[24],"The aim of this study was to detect and compare the effects of Virtual Reality and Helfer Skin Tap methods on pain, fear, anxiety, and satisfaction during the administration of Tetanus-Diphtheria vaccine to school-aged children. This study was an experimental randomized controlled trial. The sample was included 138 children in a family health centers aged 13 years who underwent Tetanus-Diphtheria vaccine. The participants were randomly assigned to Virtual Reality, Helfer Skin Tap, and control groups. Each group included 46 children, of whom 23 were female and 23 were male. The State-Trait Anxiety Inventory, Children's Fear Scale and Visual Analog Scale were used to collect the data.",[89,90,91,92],"Pain Management","Fear","Anxiety","Satisfaction",[94,95,96,97,98,99,100],"pain","fear","anxiety","satistaction","virtual reality","helfer skin tap","vaccine","2025-03-19",{"date":103,"type":38},"2025-03-26",{"date":105,"type":21},"2025-05-03",{"date":107,"type":21},"2026-04-15",{"name":44,"class":45},""]