[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"clinical-reasoning\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:clinical-reasoning":29},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,5,0,[8,44,79,106,134],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":13,"acronym":14,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":19,"targetDuration":4,"studyType":22,"phases":4,"briefSummary":23,"conditions":24,"keywords":4,"overallStatus":31,"whyStopped":4,"lastUpdateSubmitDate":32,"lastUpdatePostDateStruct":33,"startDateStruct":36,"completionDateStruct":38,"leadSponsor":40,"locationsCount":43},"100642858","clinical-performance-and-multitasking-in-anesthesia--a-simulation-based-study-100642858",false,"NCT07615582","Clinical Performance and Multitasking in Anesthesia : a Simulation-based Study","FOCUS","Inclusion Criteria:\n\n* Anesthesiology and intensive care resident or attending physician\n* Written informed consent\n\nExclusion Criteria:\n\n* None",true,"ALL","18 Years",{"count":20,"type":21},35,"ESTIMATED","OBSERVATIONAL","Cognitive failure under multitasking conditions has been demonstrated in various settings, including healthcare. However, in anesthesiology, the impact of multitasking on clinical performance has not yet been fully characterized.\n\nThe objective of our study is to evaluate the impact of multitasking on anesthesiologists' clinical performance in a simulated setting.",[25,26,27,28,29,30],"Multitasking Behavior and Multitasking Ability","Clinical Performance","Simulation Training","Simulation Based Medical Education","Clinical Reasoning","Anesthesia","RECRUITING","2026-06-30",{"date":34,"type":35},"2026-07-02","ACTUAL",{"date":37,"type":35},"2026-06-09",{"date":39,"type":21},"2026-12",{"name":41,"class":42},"University Hospital, Grenoble","OTHER",1,{"id":45,"slug":46,"hasResults":11,"nctId":47,"briefTitle":48,"officialTitle":49,"acronym":4,"eligibilityCriteria":50,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":51,"enrollmentInfo":52,"targetDuration":4,"studyType":54,"phases":55,"briefSummary":57,"conditions":58,"keywords":62,"overallStatus":69,"whyStopped":4,"lastUpdateSubmitDate":70,"lastUpdatePostDateStruct":71,"startDateStruct":73,"completionDateStruct":75,"leadSponsor":77,"locationsCount":4},"100634558","comparison-of-peer-role-playing-based-simulation-with-case-based-learning-in-physical-therapy-education-100634558","NCT07541248","Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Education","A Semi-Experimental Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Undergraduate Education","Inclusion Criteria:\n\n* Current enrollment as a senior (4th-year) undergraduate student in the Department of Physiotherapy and Rehabilitation at Istanbul Medipol University.\n* Active participation in the \"Clinical Problem Solving\" course.\n* Voluntary agreement to participate and signing of the informed consent form.\n\nExclusion Criteria:\n\n* Students who have previously taken the \"Clinical Problem Solving\" course or a similar simulation-based elective.\n* Failure to attend more than 20% of the 12-week course sessions.","30 Years",{"count":53,"type":21},200,"INTERVENTIONAL",[56],"NA","This study primarily aims to evaluate the impact of a 12-week peer role-play simulation model on the professional development of undergraduate physiotherapy students. Unlike traditional teacher-led case discussions, this study explores the effect of active participation in clinical scenarios, in which students alternate between the roles of 'clinician' and 'patient', on their academic achievement, self-efficacy and perceived clinical readiness. Specifically, the study aims to determine whether this interactive, low-cost pedagogical approach is a superior alternative to conventional lecture-based methods for preparing students for real-world clinical environments, particularly in high-enrolment academic settings.",[59,29,60,61],"Physiotherapy and Rehabilitation","Simulation Based Learning","Student Education",[63,29,64,65,66,67,68],"Physiotherapy Education","Simulation-Based Learning","Clinical Competence","Peer Role-Play","Health Profession Students","Self-Efficacy","NOT_YET_RECRUITING","2026-04-14",{"date":72,"type":35},"2026-04-21",{"date":74,"type":21},"2026-05-01",{"date":76,"type":21},"2026-07-01",{"name":78,"class":42},"Istanbul Medipol University Hospital",{"id":80,"slug":81,"hasResults":11,"nctId":82,"briefTitle":83,"officialTitle":84,"acronym":4,"eligibilityCriteria":85,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":86,"targetDuration":4,"studyType":54,"phases":88,"briefSummary":89,"conditions":90,"keywords":4,"overallStatus":69,"whyStopped":4,"lastUpdateSubmitDate":97,"lastUpdatePostDateStruct":98,"startDateStruct":100,"completionDateStruct":102,"leadSponsor":104,"locationsCount":43},"100612437","the-effect-of-artificial-intelligence-supported-intramuscular-and-subcutaneous-injection-training-on-nursing-students-100612437","NCT07253571","The Effect of Artificial Intelligence-Supported Intramuscular and Subcutaneous Injection Training on Nursing Students","The Effect of Artificial Intelligence-Supported Intramuscular and Subcutaneous Injection Training on Knowledge, Reasoning, and Skill Development in Nursing Students: A Quasi-Experimental Study","Inclusion Criteria:\n\n* Being a first-year nursing student,\n* Taking the Fundamentals of Nursing-I course for the first time,\n* Encountering the topic of intramuscular and subcutaneous injections for the first time,\n* Agreeing to participate in the research voluntarily and willingly,\n* Having a smart device and internet access to use the chatbot application regularly,\n* Committing to participate in the research process at least 80% of the time (ensuring at least 2 uses per week for 4 weeks)\n\nExclusion Criteria:\n\n* Having previously taken the Fundamentals of Nursing-I course or having received formal training in injection techniques\n* Being unable to participate in theoretical or practical training during the research process\n* Being unable to continue interactions with the chatbot for technical reasons\n* Incomplete research data or being unable to complete the pre-test\u002Fpost-test process .",{"count":87,"type":21},80,[56],"The complexity of healthcare services and technological advances today have necessitated the adoption of innovative approaches in nursing education. Among these innovative approaches, artificial intelligence (AI) has established itself as a technology that is increasingly present in nursing education processes, offering a supportive, personalized, and interactive learning experience. AI's contributions to nursing students' acquisition of fundamental competencies such as clinical decision-making, skill development, and critical thinking are rapidly increasing. Especially in high-risk, invasive, and clinically skill-intensive applications, AI-supported educational models both enhance learning quality and support patient safety. Intramuscular and subcutaneous injections are among the basic invasive skills that nursing students must learn. These applications require a high level of cognitive and psychomotor competence from students. Incorrect injection practices can lead to complications such as drug absorption problems, nerve damage, hematoma, or infection, making it critically important to teach these skills correctly and safely. In this context, AI-supported education systems stand out as an effective tool for teaching injection skills. Artificial intelligence-based chatbots provide students with both theoretical knowledge and practical guidance. For example, before injecting a muscle group, a student can learn about the anatomy of the muscle, determine the correct angle, and remember precautions against potential complications through the chatbot. Artificial intelligence also reinforces the learning process by instantly answering students' questions, preventing the acquisition of incorrect information. Recent studies emphasize that AI-supported learning tools positively influence students' attitudes toward learning, increasing their motivation and academic satisfaction levels. Accordingly, the integration of AI-based technologies in the process of training future nurses is no longer an option but a necessity. Particularly in complex and delicate skills such as intramuscular and subcutaneous injections, AI-supported chatbots can facilitate student learning, increase skill accuracy, and support clinical safety. Therefore, it is crucial for nursing education programs to combine artificial intelligence technologies with pedagogical foundations to provide student-centered, safe, and effective learning environments.",[91,92,93,94,95,96,29],"AI Chatbot","Nursing Education","AI (Artificial Intelligence)","Nursing Skills","IM Injection","OSCE (Objective Structured Clinical Examination)","2025-11-26",{"date":99,"type":35},"2025-12-03",{"date":101,"type":21},"2025-12-15",{"date":103,"type":21},"2026-10-15",{"name":105,"class":42},"Akdeniz University",{"id":107,"slug":108,"hasResults":11,"nctId":109,"briefTitle":110,"officialTitle":111,"acronym":4,"eligibilityCriteria":112,"healthyVolunteers":11,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":113,"targetDuration":4,"studyType":22,"phases":4,"briefSummary":115,"conditions":116,"keywords":120,"overallStatus":69,"whyStopped":4,"lastUpdateSubmitDate":125,"lastUpdatePostDateStruct":126,"startDateStruct":128,"completionDateStruct":130,"leadSponsor":132,"locationsCount":43},"100601421","how-pediatric-nurses-reasoning-skills-affect-quality-nursing-care-100601421","NCT07110272","How Pediatric Nurses' Reasoning Skills Affect Quality Nursing Care","The Impact of Pediatric Nurses' Hypothetical and Creative Reasoning Skills on the Provision of Quality Nursing Care: A Descriptive Study","Inclusion Criteria:\n\n* Currently working as a pediatric nurse during the time of the study\n\nExclusion Criteria:\n\n* Not volunteering to participate in the study",{"count":114,"type":21},110,"This descriptive study aims to examine the impact of pediatric nurses' hypothetical and creative reasoning skills on the quality of nursing care.\n\nThe research seeks to answer the following questions:\n\nDo the sociodemographic characteristics of pediatric nurses influence the quality of nursing care they provide? Do pediatric nurses' hypothetical and creative reasoning skills affect the quality of the nursing care they deliver? Participants will be asked to select the response that best reflects their own perspective for each item. This process will take approximately 10 minutes.",[117,118,119,29],"Critical Thinking in Nursing","Pediatric Nursing Practice","Quality of Nursing Care",[121,122,123,124],"Pediatric Nursing","Hypothetical Reasoning","Creative Reasoning","Nursing Care Quality","2025-08-11",{"date":127,"type":35},"2025-08-13",{"date":129,"type":21},"2025-09-01",{"date":131,"type":21},"2026-02-01",{"name":133,"class":42},"Fenerbahce University",{"id":135,"slug":136,"hasResults":11,"nctId":137,"briefTitle":138,"officialTitle":139,"acronym":4,"eligibilityCriteria":140,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":141,"targetDuration":4,"studyType":22,"phases":4,"briefSummary":143,"conditions":144,"keywords":4,"overallStatus":69,"whyStopped":4,"lastUpdateSubmitDate":147,"lastUpdatePostDateStruct":148,"startDateStruct":150,"completionDateStruct":152,"leadSponsor":154,"locationsCount":4},"100595918","rtss-adoption-into-physiotherapists-documentation-100595918","NCT07038694","RTSS Adoption Into Physiotherapists Documentation","A New Rehabilitation Language: Understanding Adoption of the Rehabilitation Treatment Specification System Into Physiotherapists Documentation","Inclusion Criteria:\n\n* Physiotherapy staff who have attempted adoption of the RTSS documentation integration\n* Are actively working in the physiotherapy department setting with in substantive positions\n\nExclusion Criteria:\n\n* Are unable to consent to the study\n* Are student physiotherapists or temporary staff\n* Are actively working with the PI\n* Are unable to conduct the interview in English",{"count":142,"type":21},16,"The Rehabilitation Treatment Specification System (RTSS) is a framework that aims to support clinicians in reasoning and documenting how to deliver rehabilitation. This was explored in a pilot study in 2023 that tested the feasibility of a 6-week teaching programme aiming to support the adoption of the RTSS into practise of physiotherapists and subsequently measure its effect on clinicians reasoning of treatment. Whilst clinical reasoning scores improved, adoption of the framework remained low. Interviews within this study revealed the difficulty clinicians experienced in transitioning to documenting the RTSS.\n\nFurther local work within Guy's \\& St Thomas NHS foundation trust (GSTT) resulted in modified integrations of the RTSS into electronic health record systems as well as training, yet adoption still remained limited. With documentation being cited as an influence of RTSS adoption and thus contributing to its clinical benefit, this qualitative study will attempt to make clear what factors facilitate and\u002For limit RTSS documentation adoption, and how they exert their influence. The findings from this study will inform the design of interventions that will aid future study of benefit of the RTSS on physiotherapy practice.\n\nTo achieve these aims, interviews will be conducted virtually via MS Teams, by the lead researcher, with approximately 12-16 volunteering physiotherapists who have attempted to document the RTSS, within the site of GSTT. The interviews will last approximately 1 hour, and will be partially structured in nature to invite in-depth discussion of topic. Analyses of the data will be performed by a team of 3 clinical academics working between GSTT and King's College London with study findings to be disseminated in a peer-reviewed journal and at professional conferences",[145,29,146],"Rehabilitation","Medical Record Documenation","2025-06-25",{"date":149,"type":35},"2025-06-29",{"date":151,"type":21},"2025-07-01",{"date":153,"type":21},"2025-09-05",{"name":155,"class":42},"King's College London"]