[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"clinical-competence\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:clinical-competence":28},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,12,0,[8,48,75,108,137,167,196,227,267,302,334,361],{"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":35,"whyStopped":4,"lastUpdateSubmitDate":36,"lastUpdatePostDateStruct":37,"startDateStruct":40,"completionDateStruct":42,"leadSponsor":44,"locationsCount":47},"100644655","vr-simulation-based-implanted-port-catheter-training-in-nursing-students-100644655",false,"NCT07674108","VR Simulation-Based Implanted Port Catheter Training in Nursing Students","Effectiveness of Virtual Reality Simulation-Based Implanted Port Catheter Training on Knowledge, Learning Satisfaction and Motivation in Nursing Students: A Randomized Controlled Trial","Inclusion Criteria:\n\n* Being 18 years of age or older\n* Being an undergraduate nursing student\n* Having completed the Internal Medicine Nursing course\n* Voluntarily agreeing to participate in the study\n* Providing written informed consent\n\nExclusion Criteria:\n\n* Having any communication barrier that may prevent participation in the study or completion of the study forms\n* Having neck pain or neck injury severe enough to prevent head movement\n* Having a visual problem that prevents safe use of the virtual reality application\n* Experiencing severe nausea or dizziness during the virtual reality application\n* Having a diagnosed history of epilepsy",true,"ALL","18 Years",{"count":20,"type":21},80,"ESTIMATED","INTERVENTIONAL",[24],"NA","Implanted port catheter care is a critical clinical skill in oncology nursing, requiring accurate knowledge, aseptic technique, safe procedural practice, and early recognition of potential complications. This parallel group randomized controlled study aims to evaluate the effectiveness of virtual reality simulation-based implanted port catheter training in undergraduate nursing students. Eligible second-year nursing students will be randomly assigned to either an intervention group or a control group. All students will receive a two-hour traditional implanted port catheter training session in the classroom setting. In addition to traditional training, students in the intervention group will receive virtual reality simulation-based training consisting of two scenarios: safe implanted port catheter access and extravasation\u002Fcomplication management. The control group will receive only traditional training.",[27,28],"Nursing Education","Clinical Competence",[30,31,32,33,34],"Virtual reality","Simulation-based education","Implanted port catheter","Clinical skills","Nursing students","NOT_YET_RECRUITING","2026-06-25",{"date":38,"type":39},"2026-06-29","ACTUAL",{"date":41,"type":21},"2026-09-21",{"date":43,"type":21},"2027-06-28",{"name":45,"class":46},"Izmir Bakircay University","OTHER",1,{"id":49,"slug":50,"hasResults":11,"nctId":51,"briefTitle":52,"officialTitle":53,"acronym":4,"eligibilityCriteria":54,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":55,"targetDuration":4,"studyType":22,"phases":57,"briefSummary":58,"conditions":59,"keywords":65,"overallStatus":35,"whyStopped":4,"lastUpdateSubmitDate":67,"lastUpdatePostDateStruct":68,"startDateStruct":70,"completionDateStruct":71,"leadSponsor":73,"locationsCount":47},"100639995","the-effect-of-ai-assisted-nursing-process-training-on-nursing-process-competence-perception-and-attitudes-towards-artificial-intelligence-in-nurses-a-randomized-controlled-study-100639995","NCT07618975","The Effect of AI-Assisted Nursing Process Training on Nursing Process Competence, Perception and Attitudes Towards Artificial Intelligence in Nurses: A Randomized Controlled Study","Hemşirelerde Yapay Zeka Destekli Hemşirelik Süreci Eğitiminin Hemşirelik Süreci Yetkinliğine, Yapay Zeka Algı ve Tutumuna Etkisi: Randomize Kontrollü Bir Çalışma","Inclusion Criteria:\n\n* Volunteering to participate in the study.\n* Working actively as a nurse in the specified institution (Yalova Training and Research Hospital).\n* Not having previously used artificial intelligence in the nursing process.\n\nExclusion Criteria:\n\n* Refusing to participate in the study.\n* Having previously used artificial intelligence in the nursing process. Submitting incomplete data collection forms.\n* Requesting to withdraw from the study.",{"count":56,"type":21},78,[24],"This study aims to determine how applied artificial intelligence (AI) training affects nurses' ability to manage the nursing process and their perceptions and attitudes toward AI technology\n\n* The nursing process is a scientific, six-stage approach used by nurses to identify patient needs and provide holistic care\n\nThe research is a randomized controlled trial involving 78 nurses at Yalova Education and Research Hospital\n\n. Participants will be split into two groups: Both groups will receive standard theoretical training on the nursing process\n\n. The intervention group will receive additional specialized training on using AI tools (such as ChatGPT and Deepseek) to help create nursing care plans through practical case studies\n\n. Nurses' skills and views will be measured using specific scales before the training and one month after the intervention to evaluate the training's effectiveness\n\n* This study is expected to provide valuable insights into how AI can support clinical decision-making and help healthcare providers adapt to new technologies\n* The research has been approved by the Yalova University Ethics Committee (Protocol 2026\u002F183) and will be conducted between May and December 2026",[60,61,27,62,63,28,64],"Nursing Process Competence","Artificial Intelligence Perception and Attitude","Nursing Process","Artificial Intelligence","Artificial Intelligence (AI)",[63,62,27,28,66],"Attitude of Health Personnel","2026-05-24",{"date":69,"type":39},"2026-06-01",{"date":69,"type":21},{"date":72,"type":21},"2026-12-31",{"name":74,"class":46},"University of Yalova",{"id":76,"slug":77,"hasResults":11,"nctId":78,"briefTitle":79,"officialTitle":80,"acronym":81,"eligibilityCriteria":82,"healthyVolunteers":16,"sex":17,"minAge":83,"maxAge":4,"enrollmentInfo":84,"targetDuration":4,"studyType":22,"phases":86,"briefSummary":87,"conditions":88,"keywords":93,"overallStatus":35,"whyStopped":4,"lastUpdateSubmitDate":99,"lastUpdatePostDateStruct":100,"startDateStruct":102,"completionDateStruct":104,"leadSponsor":106,"locationsCount":4},"100601547","virtual-reality-infection-control-training-for-healthcare-workers-during-the-hajj-season-100601547","NCT07111910","Virtual Reality Infection Control Training for Healthcare Workers During the Hajj Season","Virtual Reality Training for Infection Control Preparedness in Healthcare Practitioners During Hajj: A Randomized Controlled Trial on Skill Acquisition and Clinical Readiness","(VIRTIC-Hajj)","Inclusion Criteria:\n\n* Aged 20 and above\n* Assigned to work in Hajj healthcare settings\n* Licensed healthcare worker (nurse, physician, EMT, etc.)\n* Able to provide informed consent\n* Fluent in Arabic or English\n\nExclusion Criteria:\n\n* History of epilepsy or motion sickness triggered by VR\n* Severe visual or cognitive impairments","20 Years",{"count":85,"type":21},200,[24],"The goal of this clinical trial is to evaluate the effectiveness of immersive virtual reality (VR) training on improving infection control preparedness among healthcare workers during the Hajj pilgrimage in Saudi Arabia.\n\nThe main questions this study aims to answer are:\n\nDoes VR training improve healthcare workers' knowledge, confidence, and preparedness for infection control compared to traditional training?\n\nAre there differences in outcomes between the VR training and traditional lecture-based education?",[89,28,90,91,92],"Infection Control Training","Virtual Reality","Health Personnel","Mass Gathering Medicine",[94,95,96,97,98],"Virtual Reality Training","Infection Control","Hajj Pilgrimage","Healthcare Workers","Simulation Education","2026-05-03",{"date":101,"type":39},"2026-05-07",{"date":103,"type":21},"2026-09-20",{"date":105,"type":21},"2027-09-01",{"name":107,"class":46},"University of Bisha",{"id":109,"slug":110,"hasResults":11,"nctId":111,"briefTitle":112,"officialTitle":113,"acronym":4,"eligibilityCriteria":114,"healthyVolunteers":16,"sex":115,"minAge":18,"maxAge":4,"enrollmentInfo":116,"targetDuration":4,"studyType":22,"phases":118,"briefSummary":119,"conditions":120,"keywords":124,"overallStatus":35,"whyStopped":4,"lastUpdateSubmitDate":129,"lastUpdatePostDateStruct":130,"startDateStruct":132,"completionDateStruct":133,"leadSponsor":135,"locationsCount":4},"100633746","video-supported-flipped-learning-for-episiotomy-training-in-midwifery-students-100633746","NCT07530692","Video-Supported Flipped Learning for Episiotomy Training in Midwifery Students","The Effect of Video-Supported Flipped Learning Model in Episiotomy Education on Anxiety and Skill Levels of Midwifery Students","Inclusion Criteria:\n\n* Midwifery 3rd-year student who is taking the Normal Birth course\n* Willing to participate and provides informed consent\n* Has not received prior education in the health field during associate or undergraduate education\n* Has access to the internet and has a computer and\u002For smartphone\n\nExclusion Criteria:\n\n* Incomplete completion of data collection forms\n* Has received prior education in the health field during associate or undergraduate education\n* No access to the internet, computer, or smartphone\n* Does not participate in the study procedures\u002Fintervention sessions\n* Requests to withdraw from the study at any time","FEMALE",{"count":117,"type":21},60,[24],"This study aims to evaluate the effect of a video-supported flipped learning model on anxiety and skill levels of midwifery students in episiotomy education. Episiotomy is an important clinical skill in midwifery education, and the method used to teach this skill may influence students' anxiety and performance.\n\nThis randomized controlled educational study will be conducted with midwifery students who are enrolled in the episiotomy course. Participants will be randomly assigned to either an intervention group or a control group. Students in the intervention group will receive episiotomy education using a video-supported flipped learning model, in which theoretical content is provided through instructional videos prior to in-class activities. The control group will receive traditional classroom-based education.\n\nStudents' anxiety levels and episiotomy skill performance will be assessed using validated measurement tools before and after the educational intervention. The findings of this study are expected to contribute to evidence-based teaching strategies in midwifery education and support the use of innovative learning models to improve student outcomes.",[121,122,123,28],"Anxiety","Episiotomy","Midwifery",[122,125,126,127,128],"Video-Based Learning","Midwifery Students","Simulation Training","Randomized Controlled Trial","2026-04-08",{"date":131,"type":39},"2026-04-15",{"date":131,"type":21},{"date":134,"type":21},"2026-07-20",{"name":136,"class":46},"Karabuk University",{"id":138,"slug":139,"hasResults":11,"nctId":140,"briefTitle":141,"officialTitle":142,"acronym":143,"eligibilityCriteria":144,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":145,"enrollmentInfo":146,"targetDuration":4,"studyType":22,"phases":148,"briefSummary":149,"conditions":150,"keywords":154,"overallStatus":35,"whyStopped":4,"lastUpdateSubmitDate":159,"lastUpdatePostDateStruct":160,"startDateStruct":162,"completionDateStruct":163,"leadSponsor":165,"locationsCount":47},"100632286","using-real-time-lung-visuals-to-reduce-mental-strain-and-improve-diagnosis-speed-100632286","NCT07511712","Using Real-Time Lung Visuals to Reduce Mental Strain and Improve Diagnosis Speed","Effect of Real-Time Respiratory Mechanics Visualization (\"Digital Twin\") on Clinician Cognitive Workload and Diagnostic Latency: A Randomized Crossover Simulation Trial","VERDICT","Inclusion Criteria:\n\n* Licensed physicians currently practicing in intensive care units (ICU), neuro-intensive care units (NICU), or respiratory departments.\n* For the Junior Stratum: Physicians currently in a standardized residency training program or in their first two years of a sub-specialty fellowship. For the Senior Stratum: Senior attending physicians or senior fellows with more than 5 years of experience in intensive care medicine.\n* Basic proficiency in operating the mechanical ventilators used in the study (e.g., Hamilton, Dräger, or Puritan Bennett).\n* Willingness to participate in two simulation sessions separated by a 14-day interval.\n\nExclusion Criteria:\n\n* Prior formal training or significant experience using the ASL 5000 \u002F RespiSim \"Digital Twin\" or Aurora interface.\n* Physical limitations that prevent the operation of a mechanical ventilator or the viewing of a digital monitor.\n* Refusal to provide informed consent for video recording of the simulation session for data adjudication.","65 Years",{"count":147,"type":21},34,[24],"The goal of this clinical simulation study is to learn if a \"Digital Twin\" graphical lung display reduce the mental workload of clinicians. The study also evaluates if this helps physicians diagnose and manage ventilator-related crises more effectively than standard ventilator screens.\n\nThe main questions it aims to answer are:\n\nDoes the Digital Twin display lower the cognitive stress (mental workload) experienced by clinicians during a crisis? Does the Digital Twin display reduce the time it takes for clinicians to identify specific respiratory complications? Does the use of real-time physiological visualization improve the accuracy of clinical decision-making? Researchers will compare the performance of clinicians using a standard ventilator display (the \"Black Box\" condition) to their performance when provided with an additional synchronized 3D lung and advanced waveform display (the \"Digital Twin\" condition).\n\nParticipants will:\n\nComplete four randomized mechanical ventilation crisis scenarios using a high-fidelity lung simulator (ASL 5000).\n\nManage scenarios involving high airway resistance, low lung compliance, auto-PEEP, and patient-ventilator asynchrony.\n\nUndergo a 14-day \"washout\" period between sessions to ensure no memory bias between the control and intervention groups.\n\nComplete a NASA-TLX survey after each scenario to measure their perceived mental, physical, and temporal demand.",[151,28,152,153],"Mechanical Ventilation","Education Curriculum","Self Concept",[155,156,157,158],"medical simulation","mechanical ventilation","clinical competence","mental pressure load","2026-04-06",{"date":161,"type":39},"2026-04-13",{"date":131,"type":21},{"date":164,"type":21},"2026-07-31",{"name":166,"class":46},"Second Affiliated Hospital, School of Medicine, Zhejiang University",{"id":168,"slug":169,"hasResults":11,"nctId":170,"briefTitle":171,"officialTitle":172,"acronym":4,"eligibilityCriteria":173,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":174,"targetDuration":176,"studyType":177,"phases":4,"briefSummary":178,"conditions":179,"keywords":182,"overallStatus":186,"whyStopped":4,"lastUpdateSubmitDate":187,"lastUpdatePostDateStruct":188,"startDateStruct":190,"completionDateStruct":192,"leadSponsor":194,"locationsCount":47},"100631534","development-of-a-clinical-skills-teaching-video-database-in-occupational-therapy-100631534","NCT07501936","Development of a Clinical Skills Teaching Video Database in Occupational Therapy","Development of an Occupational Therapy Clinical Skills Teaching and Assessment Video Database","Inclusion Criteria:\n\n* Occupational therapists involved in clinical teaching activities\n* Occupational therapy interns or postgraduate trainees receiving clinical training\n* Adult patients (aged 20 years or older) or family members who receive occupational therapy services provided by participating therapists or trainees\n* Able and willing to provide informed consent for video or audio recording\n\nExclusion Criteria:\n\n* Individuals who are unwilling or unable to provide informed consent for video or audio recording\n* Individuals with significant cognitive impairment or communication difficulties that prevent informed consent\n* Individuals who decline participation or request withdrawal at any stage of the study",{"count":175,"type":21},2020,"1 Day","OBSERVATIONAL","This study aims to develop a video and audio database for teaching and learning clinical skills in occupational therapy. The database will include recordings of clinical teaching sessions, skill demonstrations, student practice, and interactions between occupational therapists, trainees, and patients or family members.\n\nParticipants may include occupational therapists involved in clinical teaching, occupational therapy interns or postgraduate trainees, and adult patients or family members who receive occupational therapy services. Participation involves voluntary video or audio recording of clinical teaching or therapy-related activities after informed consent is obtained.\n\nThis study does not involve any experimental treatment, intervention, or comparison of outcomes. The collected materials will be securely stored, anonymized, and organized for future educational use and research on clinical skills teaching and assessment in occupational therapy.",[180,181,28],"Occupational Therapy Education","Occupational Therapy",[183,184,185],"Occupational therapy education","Clinical skills training","Clinical competence","RECRUITING","2026-03-24",{"date":189,"type":39},"2026-03-30",{"date":191,"type":39},"2026-02-01",{"date":193,"type":21},"2034-12-31",{"name":195,"class":46},"Chang Gung Memorial Hospital",{"id":197,"slug":198,"hasResults":11,"nctId":199,"briefTitle":200,"officialTitle":201,"acronym":4,"eligibilityCriteria":202,"healthyVolunteers":11,"sex":17,"minAge":18,"maxAge":203,"enrollmentInfo":204,"targetDuration":4,"studyType":22,"phases":206,"briefSummary":207,"conditions":208,"keywords":213,"overallStatus":35,"whyStopped":4,"lastUpdateSubmitDate":218,"lastUpdatePostDateStruct":219,"startDateStruct":221,"completionDateStruct":223,"leadSponsor":225,"locationsCount":47},"100628900","the-effect-of-digital-storytelling-on-nursing-students-nursing-process-education-100628900","NCT07467655","THE EFFECT OF DIGITAL STORYTELLING ON NURSING STUDENTS' NURSING PROCESS EDUCATION","THE EFFECT OF DIGITAL STORYTELLING ON NURSING STUDENTS' NURSING PROCESS EDUCATION: AN EXPERIMENTAL STUDY","Inclusion Criteria:\n\n* Undergraduate nursing students enrolled in the Nursing Fundamentals I course for the first time\n* Students who attend and complete all educational activities related to the course\n* Students who voluntarily agree to participate in the study\n\nExclusion Criteria:\n\n* Graduates of a health vocational high school\n* Students who report prior knowledge or formal education related to the nursing process\n* Students who are currently employed in any healthcare institution","45 Years",{"count":205,"type":21},104,[24],"Study Type: Randomized Controlled Experimental Study\n\nPurpose:\n\nThis study aims to evaluate the effects of digital storytelling-enhanced nursing process education on nursing students' knowledge, nursing process competency, and clinical reasoning skills. The nursing process, which includes assessment, diagnosis, planning, implementation, and evaluation, forms the foundation of evidence-based and holistic care. However, the literature indicates that nursing students often face difficulties in assessment, prioritization, and individualization of care interventions and frequently apply the process mechanically.\n\nThe study addresses the following primary questions:\n\nDoes digital storytelling improve nursing students' knowledge of the nursing process?\n\nDoes digital storytelling enhance students' nursing process competency and clinical reasoning skills?\n\nStudy Design and Comparison:\n\nParticipants will be assigned to either the intervention or control group based on their Nursing Process knowledge scores. Groups will be stratified by gender and knowledge test scores using a stratified randomization method to ensure balanced distribution and group homogeneity. Researchers will compare outcomes between groups to evaluate the effectiveness of the educational approach.\n\nParticipants' Key Activities:\n\nParticipants must be first-time enrollees in the Fundamentals of Nursing I course, have completed all course content, and have voluntarily agreed to attend.\n\nComplete pre- and post-intervention assessments, including the Nursing Process Knowledge Test, Nursing Process Competency Scale, Clinical Reasoning Assessment Rubric, and Instructional Material Motivation Scales.\n\nEngage in follow-up evaluations immediately after the intervention and three months later to assess the retention and sustainability of learning outcomes.\n\nAdditional Notes:\n\nDigital storytelling materials will be validated through expert review and pilot testing. The Clinical Reasoning Assessment Rubric will undergo Turkish-language validity and reliability evaluation. Findings are expected to provide evidence on the effectiveness of digital storytelling in nursing process education, support curriculum development at the undergraduate level, and guide the broader implementation of technology-enhanced, reflective learning approaches in nursing education.",[209,210,28,211,212],"Education, Nursing","Students, Nursing","Clinical Decision-Making in Nursing","Evidence-Based Practice",[27,214,62,215,216,217],"Digital Storytelling","Clinical Reasoning","Educational Intervention","Undergraduate Nursing Students","2026-03-22",{"date":220,"type":39},"2026-03-25",{"date":222,"type":21},"2026-10-30",{"date":224,"type":21},"2027-01-30",{"name":226,"class":46},"Sakarya University",{"id":228,"slug":229,"hasResults":11,"nctId":230,"briefTitle":231,"officialTitle":232,"acronym":4,"eligibilityCriteria":233,"healthyVolunteers":11,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":234,"targetDuration":4,"studyType":22,"phases":236,"briefSummary":237,"conditions":238,"keywords":244,"overallStatus":35,"whyStopped":4,"lastUpdateSubmitDate":258,"lastUpdatePostDateStruct":259,"startDateStruct":261,"completionDateStruct":263,"leadSponsor":265,"locationsCount":47},"100617419","effect-of-e-learning-training-on-national-institutes-of-health-stroke-scale-nihss-and-modified-rankin-scale-mrs-assessment-100617419","NCT07318376","Effect of E-learning Training on National Institutes of Health Stroke Scale (NIHSS) and Modified Rankin Scale (mRS) Assessment","Effect of E-learning Training on National Institutes of Health Stroke Scale (NIHSS) and Modified Rankin Scale (mRS) Assessment Performance: a Web-based Randomized Controlled Trial","Inclusion Criteria:\n\n* Holding a paramedic title (recognized in Switzerland)\n* Currently actively practicing in Switzerland\n* Fluent in French (all study material will be provided in French)\n\nExclusion Criteria:\n\n* Previously completed formal training on either the NIHSS or the mRS.",{"count":235,"type":21},120,[24],"The goal of this web-based randomized clinical trial is to evaluate whether an e-learning training program improves the accuracy of National Institutes of Health Stroke Scale (NIHSS) and modified Rankin Scale (mRS) assessments among practicing paramedics in French-speaking Switzerland who have not previously received formal training in these scales.\n\nThe main questions it aims to answer are:\n\n* Does e-learning training improve performance on a standardized NIHSS assessment quiz compared with no prior training?\n* Does e-learning training improve the accuracy of mRS assessment using case-based clinical vignettes compared with no prior training?\n\nResearchers will compare paramedics who complete the NIHSS and mRS e-learning modules before assessment (intervention group) with paramedics who complete the assessments without prior training (control group) to determine whether e-learning training leads to higher assessment performance scores.\n\nParticipants will:\n\n* Provide electronic informed consent via a secure web-based platform\n* Be randomly assigned to either the intervention group or the control group\n* Complete either the e-learning modules before assessment or the assessments before training, depending on group allocation\n* Complete an online NIHSS quiz and mRS case-based vignettes\n* Receive access to the NIHSS and mRS e-learning modules by the end of the study",[239,240,241,28,242,243],"Stroke Assessment","National Institutes of Health Stroke Scale","Modified Rankin Scale","Education","Distance Learning-Online Learning",[245,246,247,248,249,250,251,252,185,253,254,255,256,257],"E-learning","Web-based training","Stroke assessment","National Institutes of Health Stroke Scale (NIHSS)","Modified Rankin Scale (mRS)","Paramedics","Emergency Medical Services","Prehospital care","Educational intervention","Randomized controlled trial","Performance assessment","Distance education","Continuing professional education","2026-01-05",{"date":260,"type":39},"2026-01-07",{"date":262,"type":21},"2026-04",{"date":264,"type":21},"2026-07",{"name":266,"class":46},"Stuby Loric",{"id":268,"slug":269,"hasResults":11,"nctId":270,"briefTitle":271,"officialTitle":272,"acronym":273,"eligibilityCriteria":274,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":275,"targetDuration":4,"studyType":22,"phases":277,"briefSummary":278,"conditions":279,"keywords":285,"overallStatus":186,"whyStopped":4,"lastUpdateSubmitDate":293,"lastUpdatePostDateStruct":294,"startDateStruct":296,"completionDateStruct":298,"leadSponsor":300,"locationsCount":47},"100615519","comparing-mixed-reality-video-based-and-instructor-led-training-for-nasogastric-tube-insertion-in-nursing-students-100615519","NCT07293663","Comparing Mixed Reality, Video-Based, and Instructor-Led Training for Nasogastric Tube Insertion in Nursing Students","Comparing Mixed Reality, Video-Based, and Instructor-Led Training in Nasogastric Tube Insertion: A Randomized Controlled Trial Assessing Learning Outcomes, Usability, and Student Experiences in Nursing Education","NURSE-TRAIN","Inclusion Criteria:\n\n* First-year nursing student\n* Performing nasogastric tube (NGT) insertion for the first time\n* No prior theoretical education or pre-material on NGT insertion procedure\n\nExclusion Criteria:\n\n* Previous nursing education (e.g., practical nurse qualification)\n* Diagnosis of epilepsy\n* Presence of a pacemaker",{"count":276,"type":21},160,[24],"This study explores how nursing students learn to insert a nasogastric tube (NGT), a common but potentially risky clinical procedure. The goal is to compare three different teaching methods:\n\nMixed Reality (MR) glasses with virtual instructions Video-based learning Traditional instructor-led training\n\nThe study investigates which method leads to better learning outcomes, how usable the technologies are, and how students experience MR in their learning.\n\nParticipants will be first-year nursing students with no prior experience in NGT insertion. They will be randomly assigned to one of the three training methods, complete the procedure, and answer questionnaires about their performance and experience. Six months later, they will repeat the procedure to assess long-term learning.",[280,28,281,282,283,284],"Education, Nursing Students","Teaching Innovation","Nasogasrtic Tube Insertion","User Experience","Teaching Method",[286,27,287,125,288,289,290,128,291,292],"Nasogastric Tube Insertion","Mixed Reality","Instructor-Led Training","Meta Quest 3","Nursing Clinical Skills","Nursing Students","Extended Reality in Healthcare","2025-12-06",{"date":295,"type":39},"2025-12-19",{"date":297,"type":39},"2025-02-12",{"date":299,"type":21},"2027-04",{"name":301,"class":46},"University of Turku",{"id":303,"slug":304,"hasResults":11,"nctId":305,"briefTitle":306,"officialTitle":307,"acronym":308,"eligibilityCriteria":309,"healthyVolunteers":11,"sex":17,"minAge":310,"maxAge":4,"enrollmentInfo":311,"targetDuration":4,"studyType":22,"phases":312,"briefSummary":313,"conditions":314,"keywords":317,"overallStatus":35,"whyStopped":4,"lastUpdateSubmitDate":324,"lastUpdatePostDateStruct":325,"startDateStruct":327,"completionDateStruct":329,"leadSponsor":331,"locationsCount":4},"100580960","intervention-for-medical-student-to-promote-cervical-cancer-screening-among-latinx-transmasculine-individuals-100580960","NCT06844097","Intervention for Medical Student to Promote Cervical Cancer Screening Among Latinx Transmasculine Individuals","Testing the Effectiveness of an Intervention to Foster Cervical Cancer Screening Promotion for Latinx Trans Men Among Medical Students","CC-Trained","Inclusion Criteria:\n\n* Medical student currently in third year of medical school training\n\nExclusion Criteria:\n\n* Do not speak English","21 Years",{"count":117,"type":21},[24],"The team aims to test the effectiveness of an intervention to increase gender-affirming cervical cancer prevention behaviors targeted at medical students studying in Puerto Rico and Florida. The team expects that after exposure to the intervention, relative to the control group, participants in the experimental condition will manifest more favorable changes in knowledge, attitudes, and behaviors of adequate care towards Latinx transmasculine and non-binary people.",[28,315,316],"Medical Education","Cervical Cancer Screening",[318,319,320,321,322,323],"Latinx transmaculine","Latinx Non-Binary","Medical Students","SGM Cancer Research","Efficacy Study","Cervical Cancer Prevention Intervention","2025-02-27",{"date":326,"type":39},"2025-03-04",{"date":328,"type":21},"2025-04-07",{"date":330,"type":21},"2026-08-31",{"name":332,"class":333},"Ponce Medical School Foundation, Inc.","INDUSTRY",{"id":335,"slug":336,"hasResults":11,"nctId":337,"briefTitle":338,"officialTitle":339,"acronym":340,"eligibilityCriteria":341,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":342,"targetDuration":4,"studyType":22,"phases":344,"briefSummary":345,"conditions":346,"keywords":347,"overallStatus":35,"whyStopped":4,"lastUpdateSubmitDate":352,"lastUpdatePostDateStruct":353,"startDateStruct":355,"completionDateStruct":357,"leadSponsor":359,"locationsCount":4},"100576049","evaluation-of-a-chatbot-with-calmo-chatbot-assisted-learning-model-to-enhance-clinical-learning-in-nursing-students-100576049","NCT06780228","Evaluation of a Chatbot With CALMO (Chatbot-Assisted Learning Model) to Enhance Clinical Learning in Nursing Students","Development and Evaluation of a Chatbot With CALMO to Enhance Clinical Learning in Nursing Students: A Quasi-Experimental Mixed-Methods Study","CALMO","Inclusion Criteria:\n\n* Baccalaureate nursing students participating in their final clinical placement\n* have sufficient knowledge of English language\n* own a smartphone with internet access\n* possess a valid Hong Kong phone number\n* possess a valid email address\n\nExclusion Criteria:\n\n* those who have been involved in the pilot test of the proposed chatbot intervention",{"count":343,"type":21},174,[24],"The present proposed study will design and develop a chatbot to support graduating nursing students' clinical learning. The efficacy of this chatbot technology will be evaluated, using a mixed methods quasi-experimental design. the proposed study hypothesizes that the chatbot-assisted clinical education has the potential to promote clinical performance by improving nursing knowledge, general self-efficacy, and self-reflection and insight.",[28],[348,34,349,350,351],"Clinical learning","Chatbot","Focus group interview","Quasi-experimental design","2025-01-15",{"date":354,"type":39},"2025-01-17",{"date":356,"type":21},"2025-01-11",{"date":358,"type":21},"2026-12-30",{"name":360,"class":46},"Caritas Institute of Higher Education",{"id":362,"slug":363,"hasResults":11,"nctId":364,"briefTitle":365,"officialTitle":366,"acronym":4,"eligibilityCriteria":367,"healthyVolunteers":16,"sex":115,"minAge":18,"maxAge":368,"enrollmentInfo":369,"targetDuration":4,"studyType":22,"phases":371,"briefSummary":372,"conditions":373,"keywords":377,"overallStatus":35,"whyStopped":4,"lastUpdateSubmitDate":352,"lastUpdatePostDateStruct":382,"startDateStruct":384,"completionDateStruct":385,"leadSponsor":387,"locationsCount":47},"100575858","model-supported-breast-examination-training-for-midwifery-students-100575858","NCT06777745","Model Supported Breast Examination Training for Midwifery Students","Improvement of Breast Examination Skills of Midwifery Students: Model Supported Education Study","Inclusion Criteria:\n\n* Being a 2nd, 3rd or 4th year midwifery student at Karabük University Faculty of Health Sciences\n* Being between the ages of 18-25\n* Voluntarily agreeing to participate in the study\n* Being a citizen of the Republic of Turkey\n\nExclusion Criteria:\n\n* Leave whenever you want without working.","25 Years",{"count":370,"type":21},64,[24],"Breast cancer is the most common cancer among women worldwide and early detection significantly improves treatment success. Screening methods used for early detection include breast self-examination (BSE), clinical breast examination (CBE) and mammography. It is critical for midwifery students to learn CCM and teach this method to women. CPM allows women to recognise early signs through breast self-examination. This method is simple and inexpensive and can be applied without requiring much time and labour. Practical training of midwifery students helps them to ensure the effectiveness and correct application of this method. The use of breast examination models during the training process gives students practical experience in detecting signs of breast cancer, such as nipple depression, discharge, asymmetry of the breasts and the appearance of orange peel. In addition, midwifery students can develop their clinical skills by having the opportunity to make mistakes and gain hands-on experience in a safe environment. This process can contribute to increasing early diagnosis rates and improving treatment processes.The sample of this pre-test, post-test, follow-up randomised controlled study consisted of 64 midwifery students (experimental=32, and control=32). Data will be collected with Personal Information Form (PIF), Breast Examination Skills Assessment Form (BESAF), Self-Confidence Scale (SC) and Student Satisfaction and Confidence in Learning Scale (SCSLS). After obtaining the consent of the students in the experimental group, pre-test data will be obtained by filling out the 'Personal Information Form', 'Self-Confidence Scale' and 'Student Satisfaction and Confidence in Learning Scale'. Then, theoretical information will be given and the examination stages such as determining the area to be examined, manual examination of the area, examination method, nipple examination and detection of malignant formations in the breast will be explained practically in the breast examination model in the laboratory environment. Students will be taken in groups of 10, and after the application is explained, each student will perform the breast examination and evaluation individually. Approximately 15 minutes will be allocated for each student. Two weeks after the breast model application, the same students will be taken to the laboratory and asked to perform all the examination steps again. While the students are performing the examination steps, the researcher will mark the complete and incomplete applications on the 'Breast Examination Skill Evaluation Form' and the missing steps will be explained to the students and they will be asked to complete them. At the same time, 'Self-confidence Scale' and 'Student Satisfaction and Confidence in Learning Scale' will be filled out for the post-test. Then, two weeks later, the 'Self-Confidence Scale' and 'Student Satisfaction and Confidence in Learning Scale' will be filled out again for the final post-test. After obtaining the consent of the students in the control group, pre-test data will be collected by applying 'Personal Information Form', 'Self-Confidence Scale' and 'Student Satisfaction and Confidence in Learning Scale' to the students. Then, the students will be given theoretical information and a video will be shown to them, which includes examination stages such as determining the area to be examined, manual examination of the area, examination method, nipple examination and detection of malignant formations in the breast.\n\nTwo weeks later, the students will be taken to the laboratory environment and will be asked to perform the application steps in line with the theoretical course they have taken. While the students are performing the examination steps, the researcher will mark the complete and incomplete applications on the 'Breast Examination Skill Evaluation Form', then the missing steps will be explained to the students and they will be asked to complete them. In the post-test phase, the 'Self-Confidence Scale' and the 'Student Satisfaction and Confidence in Learning Scale' will be administered to the students again. Two weeks after this process, the same scales will be filled in again for the final post-test.",[374,375,28,376],"Breast Self-Examination","Midwifery Students Education","Self-Confidence",[378,379,380,381],"Midwife","student","breast examination","model",{"date":383,"type":39},"2025-01-16",{"date":352,"type":21},{"date":386,"type":21},"2025-08-15",{"name":136,"class":46}]