[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"educational-problems\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:educational-problems":31},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,13,0,[8,45,79,106,133,156,187,217,238,266,291,317,338],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":15,"eligibilityCriteria":16,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":20,"targetDuration":4,"studyType":23,"phases":24,"briefSummary":26,"conditions":27,"keywords":4,"overallStatus":32,"whyStopped":4,"lastUpdateSubmitDate":33,"lastUpdatePostDateStruct":34,"startDateStruct":37,"completionDateStruct":39,"leadSponsor":41,"locationsCount":44},"100551440","health-equity-and-rural-education-here-clinical-trial-100551440",false,"NCT06460116","Health Equity and Rural Education (HERE!) Clinical Trial","Health Equity and Rural Education (HERE!) Clinical Trial: A Healthcare-Community Partnership Leveraging School-Based Community Health Workers to Improve Student Attendance","HERE","Phase I Stakeholder Interviews (nonintervention):\n\nInclusion Criteria:\n\n* A member of the program's Community Advisory Board, including community health workers;\n* Caregiver of a child ages 12-18 from the Southeast Kansas region; or\n* Student at least 12 years in age.\n\nPhase II Feasibility Pilot- SB-CHW Intervention and Enhanced Usual Care Conditions\n\nInclusion Criteria:\n\n* Children ages 12-18 and their parents\u002Fguardians from the Southeast Kansas region\n* Student with or at risk for chronic poor attendance (missing 10% or more of the days that school has been in session at any point in the school year)\n\nExclusion Criteria:\n\n* Parents\u002Fguardians or youth with profound intellectual\u002Fcognitive disability will be excluded.",true,"ALL","12 Years",{"count":21,"type":22},126,"ESTIMATED","INTERVENTIONAL",[25],"NA","The goal of this community-engaged research is two-fold. The first goal is to gather stakeholder feedback to inform a school-based community health worker intervention with youth with poor school attendance and an enhanced usual care condition. The second goal is to evaluate the feasibility of implementing the school-based community health worker intervention and enhanced usual care approach within rural schools.\n\nThe main question it aims to answer is whether it is feasibile to recruit children with poor school attendance and their families to the intervention, to complete the trauma-informed intervention, and to complete the associated study measures of meeting social determinants of health\u002Fmental health needs, school-based health center utilization, and behavioral helath symptoms. At least 38 rural students in grades 6-12 with poor school attendance and their parents\u002Fguardians will meet with the school-based community health worker for support around social determinants of health needs that may be barriers to attendance. Researchers will also assess the feasibility of recruiting at least 10 rural students and their parents\u002Fguardians to complete the study measures in an enhanced usual care condition in which the school-based health center without a school-based community health worker is reminded of the availability of an online social services directory.",[28,29,30,31],"Behavioral Symptoms","Community Health Workers","Social Determinants of Health","Educational Problems","RECRUITING","2026-04-17",{"date":35,"type":36},"2026-04-20","ACTUAL",{"date":38,"type":22},"2026-05-15",{"date":40,"type":22},"2026-12-31",{"name":42,"class":43},"University of Kansas Medical Center","OTHER",1,{"id":46,"slug":47,"hasResults":11,"nctId":48,"briefTitle":49,"officialTitle":50,"acronym":51,"eligibilityCriteria":52,"healthyVolunteers":11,"sex":18,"minAge":53,"maxAge":4,"enrollmentInfo":54,"targetDuration":4,"studyType":23,"phases":56,"briefSummary":57,"conditions":58,"keywords":62,"overallStatus":69,"whyStopped":4,"lastUpdateSubmitDate":70,"lastUpdatePostDateStruct":71,"startDateStruct":73,"completionDateStruct":75,"leadSponsor":77,"locationsCount":4},"100630606","nurse-vs-physician-artery-cannulation-100630606","NCT07489859","Nurse vs Physician Artery Cannulation","Nurse-performed Versus Physician-performed Radial Artery Cannulation: a Multicenter Randomized Non-inferiority Trial","ARTEDU","Inclusion Criteria:\n\n* Nurse with successful completion of the predefined radial artery catheterization educational module\n* Czech board certified anaesthesiologist with obtained competency for radial artery catheterization.\n\nExclusion Criteria:\n\n* Absence of competency for radial artery catheterization.","18 Years",{"count":55,"type":22},560,[25],"This prospective controlled clinical trial evaluates the effectiveness and safety of radial artery cannulation using the Seldinger technique under ultrasound guidance when performed by two different operator groups: experienced physicians and trained registered nurses. The study aims to determine whether a structured, competency-based training program enables nurses without prior experience in arterial cannulation to achieve comparable outcomes to physicians in terms of first-attempt success rate, procedural efficiency, and complication rates.",[31,59,60,61],"Catheterization","Education Nursing","Simulation Based Medical Education",[63,64,65,66,67,68],"education","nurse competency","arterial catheterization","seldinger method","competency based education","simulation based medical education","NOT_YET_RECRUITING","2026-03-25",{"date":72,"type":36},"2026-03-31",{"date":74,"type":22},"2026-05-01",{"date":76,"type":22},"2028-08-01",{"name":78,"class":43},"Masarykova Nemocnice v Usti nad Labem, Krajska Zdravotni a.s.",{"id":80,"slug":81,"hasResults":11,"nctId":82,"briefTitle":83,"officialTitle":84,"acronym":4,"eligibilityCriteria":85,"healthyVolunteers":17,"sex":18,"minAge":86,"maxAge":4,"enrollmentInfo":87,"targetDuration":4,"studyType":23,"phases":89,"briefSummary":90,"conditions":91,"keywords":92,"overallStatus":69,"whyStopped":4,"lastUpdateSubmitDate":97,"lastUpdatePostDateStruct":98,"startDateStruct":100,"completionDateStruct":102,"leadSponsor":104,"locationsCount":44},"100606946","point-of-care-ultrasound-pocus-teleeducation-curriculum-for-hospital-at-home-care-100606946","NCT07182162","Point-of-Care Ultrasound (PoCUS) Teleeducation Curriculum for Hospital-at-home Care","Development and Assessment of the Point-of-Care Ultrasound (PoCUS) Teleeducation Curriculum for Hospital-at-home Care: Using Near-Peer Training, Remote Supervision, and High-Fidelity Simulation","Inclusion Criteria:\n\n■ PGY, internal medicine, and family medicine residents at National Taiwan University Hospital.\n\nExclusion Criteria:\n\n■Unwillingness to participate in the study.","20 Years",{"count":88,"type":22},100,[25],"Since July 2024, the National Health Insurance Administration (NHIA) has been implementing a pilot Hospital-at-Home (HAH) Acute Care Program to curb hospital admissions. Point-of-Care Ultrasound (PoCUS) is considered the most promising imaging tool for this model. Replicating the hospital's familiar environment-its staffing patterns, diagnostic workflows, and medication protocols-in a patient's home or nursing facility is almost impossible, posing a major challenge to care teams. Medical-simulation training offers a solution, yet current PoCUS courses remain organ-based and lack scenario-based simulations that prepare physicians for HAH practice.\n\nThis two-year study will create a PoCUS curriculum and outcome-assessment tools tailored to HAH, adapting previously validated Entrustable Professional Activities (EPA) instruments to three HAH scenarios: pneumonia, urinary tract infection, and soft-tissue infection. Year 1 will develop scenario-based simulation courses and matching EPA tools, and train peer instructors who receive full PoCUS instruction for the three scenarios. Year 2 will randomly assign learners to compare two teaching models-peer training with remote supervision and scenario simulation versus traditional PoCUS training-evaluated with an Objective Structured Clinical Examination (OSCE) scored by EPA forms across multiple domains.\n\nThe project aims to establish normative standards for PoCUS training and assessment in HAH, confirm the feasibility of peer training with remote supervision, and provide a platform to train HAH medical teams nationwide, including those in rural areas.",[31],[93,94,95,96],"ultrasound","peer teaching","remote supervision","simulation","2025-12-15",{"date":99,"type":36},"2025-12-17",{"date":101,"type":22},"2026-04-01",{"date":103,"type":22},"2027-12-31",{"name":105,"class":43},"National Taiwan University Hospital",{"id":107,"slug":108,"hasResults":11,"nctId":109,"briefTitle":110,"officialTitle":111,"acronym":112,"eligibilityCriteria":113,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":114,"targetDuration":4,"studyType":23,"phases":116,"briefSummary":117,"conditions":118,"keywords":121,"overallStatus":32,"whyStopped":4,"lastUpdateSubmitDate":124,"lastUpdatePostDateStruct":125,"startDateStruct":127,"completionDateStruct":129,"leadSponsor":131,"locationsCount":44},"100588465","off-script-diagnosis--differential-diagnosis-dd-training-and-residents-stroke-knowledge-100588465","NCT06941753","Off-script Diagnosis & Differential Diagnosis (D&D) Training and Residents' Stroke Knowledge","Effectiveness of Off-script Diagnosis & Differential Diagnosis (D&D) Training in Improving Residents' Competence in Acute Ischemic Stroke Diagnosis and Treatment","CAST-AIS","Inclusion Criteria:\n\n1. Residents (physicians in postgraduate training).\n2. Currently in neurology wards\n3. Managing acute ischemic stroke (AIS) patients, defined as: 1)Time from onset to randomization ≤ 2 weeks; 2) If onset time is unknown, the last known well time is considered the onset time.\n4. Signed informed consent\n\nExclusion Criteria:\n\n1. Managing asymptomatic ischemic stroke patients.\n2. Residents who are currently participating or have participated in another interventional ischemic stroke training program within the past 3 months.",{"count":115,"type":22},22,[25],"This study is a single-center, randomized, open-label, controlled, endpoint-blinded study to assess the effect of off-script diagnosis \\& differential diagnosis (D\\&D) training in improving the residents' knowledge of acute ischemic stroke in China. The investigators will enroll 22 residents and assess the score of mASMaQ 30 days after randomization.",[119,31,120],"Stroke, Acute","Clinical Course",[122,123],"resident","stroke education","2025-06-23",{"date":126,"type":36},"2025-06-26",{"date":128,"type":36},"2025-06-20",{"date":130,"type":22},"2027-08-31",{"name":132,"class":43},"Peking Union Medical College Hospital",{"id":134,"slug":135,"hasResults":11,"nctId":136,"briefTitle":137,"officialTitle":138,"acronym":4,"eligibilityCriteria":139,"healthyVolunteers":17,"sex":18,"minAge":53,"maxAge":140,"enrollmentInfo":141,"targetDuration":4,"studyType":23,"phases":143,"briefSummary":144,"conditions":145,"keywords":4,"overallStatus":32,"whyStopped":4,"lastUpdateSubmitDate":147,"lastUpdatePostDateStruct":148,"startDateStruct":150,"completionDateStruct":152,"leadSponsor":154,"locationsCount":44},"100520779","3d-resin-printed-fracture-models-for-anatomy-education-100520779","NCT06061003","3D Resin Printed Fracture Models for Anatomy Education","Can High Resolution 3D Resin Printed Models be Used in Clinical Anatomy Education for Fracture Rehabilitation","Inclusion Criteria:\n\n* having stereopsis above 40 arc\u002Fseconds according to the Titmus Stereopsis Test\n\nExclusion Criteria:\n\n* having partial or total vision loss\n* having a history of traumatic injury to the upper extremities within the last six months\n* having used wrist anatomy models in virtual or real environments","40 Years",{"count":142,"type":22},98,[25],"Resin printing is an emerging technology with a wide array of applications. This research seeks to assess the practicality of incorporating 3D resin printed models into anatomy education while investigating how fractured models impact students' decision-making and quiz scores.",[31,146],"Anatomical Pathological Condition","2025-05-27",{"date":149,"type":36},"2025-05-28",{"date":151,"type":36},"2023-09-29",{"date":153,"type":22},"2025-10-30",{"name":155,"class":43},"Abant Izzet Baysal University",{"id":157,"slug":158,"hasResults":11,"nctId":159,"briefTitle":160,"officialTitle":161,"acronym":162,"eligibilityCriteria":163,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":164,"targetDuration":4,"studyType":23,"phases":166,"briefSummary":167,"conditions":168,"keywords":172,"overallStatus":69,"whyStopped":4,"lastUpdateSubmitDate":178,"lastUpdatePostDateStruct":179,"startDateStruct":181,"completionDateStruct":183,"leadSponsor":185,"locationsCount":4},"100456733","standardized-educational-videos-of-laparoscopic-gynecological-surgeries-100456733","NCT05227430","Standardized Educational Videos of Laparoscopic Gynecological Surgeries","Standardized Educational Videos of Laparoscopic Gynecological Surgeries for the Improvement of Surgical Performance of Surgical Trainees","AA-GYNLAP","Inclusion criteria:\n\n\\- Residents and fellows in OBGYN in their gynecological round\n\nExclusion criteria:\n\n\\- Residents and fellows that did not complete module training for laparoscopic surgeries",{"count":165,"type":22},50,[25],"Owing to coronavirus disease-related social distancing requirements, online education has gained prominence. Surgical trainers consider online videos as a useful teaching aid that maximizes trainees' learning and skill development given the backdrop of time constraints and productivity demands, however, online videos usually do not undergo a peer-review process. Based on these premises the LAP-VEGaS guidelines (LAParoscopic surgery Video Educational GuidelineS), a recommended checklist for production of educational surgical videos, were developed. This study aime to evaluate the impact of educational videos of laparoscopic gynecological surgeries, that were standardized with the LAP-VEGaS, for the improvement of surgical confidence and performance of surgical trainees.",[31,169,170,171],"Surgery","LAP","GYN Disorders",[173,174,175,176,177],"educational video","gynecological laparoscopies","hysterectomy","salpingectomy","oophorectomy","2025-04-07",{"date":180,"type":36},"2025-04-10",{"date":182,"type":22},"2025-08",{"date":184,"type":22},"2028-08",{"name":186,"class":43},"The University of Texas Health Science Center, Houston",{"id":188,"slug":189,"hasResults":11,"nctId":190,"briefTitle":191,"officialTitle":192,"acronym":193,"eligibilityCriteria":194,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":195,"targetDuration":4,"studyType":23,"phases":197,"briefSummary":198,"conditions":199,"keywords":203,"overallStatus":32,"whyStopped":4,"lastUpdateSubmitDate":208,"lastUpdatePostDateStruct":209,"startDateStruct":211,"completionDateStruct":213,"leadSponsor":215,"locationsCount":44},"100569546","the-effect-of-mandala-coloring-activity-on-test-anxiety-100569546","NCT06695650","The Effect of Mandala Coloring Activity on Test Anxiety","Investigating the Effect of Mandala Coloring Activity on Test Anxiety: A Randomized Controlled Trial","Mandala","Inclusion Criteria:\n\n* Being a student enrolled in the Mental Health and Psychiatric Nursing course at the selected private university.\n* Proficiency in the Turkish language.\n* Having no physical disability that would hinder coloring activities.\n* Willingness to participate voluntarily.\n\nExclusion Criteria:\n\n* Students with psychological diagnoses such as anxiety or depression.\n* Students who do not fully complete the questionnaire\u002Fsurvey forms.\n* Students who neglect mandala coloring for two consecutive sessions.",{"count":196,"type":22},62,[25],"This study aims to investigate the effect of mandala coloring activity on test anxiety of nursing students.",[31,200,201,202],"Anxiety","Test Anxiety","Mental Health",[204,205,206,207],"Test anxiety","Nursing education","Mandala coloring","Randomized Controlled Trial","2025-02-26",{"date":210,"type":36},"2025-02-28",{"date":212,"type":36},"2024-12-02",{"date":214,"type":22},"2025-03-01",{"name":216,"class":43},"Nursemin ÜNAL",{"id":218,"slug":219,"hasResults":11,"nctId":220,"briefTitle":221,"officialTitle":221,"acronym":4,"eligibilityCriteria":222,"healthyVolunteers":17,"sex":18,"minAge":223,"maxAge":224,"enrollmentInfo":225,"targetDuration":4,"studyType":23,"phases":226,"briefSummary":227,"conditions":228,"keywords":4,"overallStatus":32,"whyStopped":4,"lastUpdateSubmitDate":229,"lastUpdatePostDateStruct":230,"startDateStruct":232,"completionDateStruct":234,"leadSponsor":236,"locationsCount":44},"100574885","impact-of-virtual-reality-model-for-pelvic-floor-anatomy-on-users-educational-level-and-experience-100574885","NCT06765096","Impact of Virtual Reality Model for Pelvic Floor Anatomy on Users' Educational Level and Experience","Inclusion Criteria:\n\n* Physical therapy undergraduate, graduate, and postgraduate students, as well as professionals.\n* Participants must be physically able to wear and interact with a VR headset\n\nExclusion Criteria:\n\n* Lack of Anatomy Background.\n* Prior Extensive VR Experience in Anatomy.\n* Severe Motion Sickness or Visual Disorders.","19 Years","45 Years",{"count":165,"type":22},[25],"The purpose of the study is to evaluate the impact of virtual reality (VR) model for pelvic floor anatomy on users' educational level and experience.",[31],"2025-02-24",{"date":231,"type":36},"2025-02-25",{"date":233,"type":36},"2025-01-10",{"date":235,"type":22},"2025-04-30",{"name":237,"class":43},"Cairo University",{"id":239,"slug":240,"hasResults":11,"nctId":241,"briefTitle":242,"officialTitle":243,"acronym":4,"eligibilityCriteria":244,"healthyVolunteers":17,"sex":18,"minAge":86,"maxAge":245,"enrollmentInfo":246,"targetDuration":4,"studyType":23,"phases":248,"briefSummary":249,"conditions":250,"keywords":253,"overallStatus":32,"whyStopped":4,"lastUpdateSubmitDate":258,"lastUpdatePostDateStruct":259,"startDateStruct":261,"completionDateStruct":263,"leadSponsor":264,"locationsCount":44},"100495332","the-holographic-standardized-patient-100495332","NCT05729802","The Holographic Standardized Patient","The Holographic Standardized Patient: Using Mixed Reality to Reduce Barriers to Crisis","Inclusion Criteria:\n\n* Resident or fellow level volunteers from acute care postgraduate training programs (Internal Medicine, Emergency Medicine, Anesthesiology, Critical Care Medicine at Sunnybrook Health Sciences Centre\n\nExclusion Criteria:\n\n* Unwilling to enter the study\n* Previous experience with simulator based teaching on anaphylaxis","100 Years",{"count":247,"type":22},40,[25],"The current pandemic has revealed in-person simulation training and evaluation is vulnerable to disruption, and alternatives are needed which allow remote evaluation. The recently developed Microsoft Hololens headset device allows interactable holograms to be inserted into a user's workspace (mixed reality) - permitting the augmentation of existing clinical and training spaces with holographic (i.e. virtual) patients via the prototype HoloSIM software. This study is the first known research initiative aiming to demonstrate the feasibility and effectiveness of mixed reality for acute medicine training and assessment at a distance.\n\nSpace, time, personnel, pandemic, and cost constraints limit opportunities for high-fidelity simulation exercises for post-graduate trainees at Sunnybrook. By developing and demonstrating the effectiveness of this new training modality, increased simulation exercises will lead to a higher quality education experience, better functioning teams, and better patient outcomes.",[251,31,252],"Medical Emergencies","Simulation of Physical Illness",[254,255,256,257],"Mixed Reality","Augmented Reality","Medical Simulation","Hololens","2025-01-27",{"date":260,"type":36},"2025-01-29",{"date":262,"type":36},"2023-03-01",{"date":101,"type":22},{"name":265,"class":43},"Sunnybrook Health Sciences Centre",{"id":267,"slug":268,"hasResults":11,"nctId":269,"briefTitle":270,"officialTitle":271,"acronym":4,"eligibilityCriteria":272,"healthyVolunteers":11,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":273,"targetDuration":275,"studyType":276,"phases":4,"briefSummary":277,"conditions":278,"keywords":279,"overallStatus":32,"whyStopped":4,"lastUpdateSubmitDate":282,"lastUpdatePostDateStruct":283,"startDateStruct":285,"completionDateStruct":287,"leadSponsor":289,"locationsCount":44},"100575511","evaluation-of-the-dental-educational-environment-using-the-dreem-tool-100575511","NCT06773234","Evaluation of the Dental Educational Environment Using the DREEM Tool","Evaluation of the Dental Educational Environment in Upper Egypt Using the DREEM Tool: a Cross-Sectional Study","Inclusion Criteria:\n\n* Students registered in the Faculty of Dentistry, Beni-Suef University\n\nExclusion Criteria:\n\n\\- Students registered in any dental school other than the Faculty of Dentistry, Beni-Suef University.",{"count":274,"type":22},215,"1 Day","OBSERVATIONAL","This Cross-Sectional Study aims to evaluate the dental educational environment in Upper Egypt using the Dundee Ready Education Environment Measure (DREEM) Questionnaire.",[31],[280,281],"Educational Environment","DREEM Tool","2025-01-16",{"date":284,"type":36},"2025-01-17",{"date":286,"type":36},"2024-12-26",{"date":288,"type":22},"2025-03",{"name":290,"class":43},"Beni-Suef University",{"id":292,"slug":293,"hasResults":11,"nctId":294,"briefTitle":295,"officialTitle":296,"acronym":4,"eligibilityCriteria":297,"healthyVolunteers":11,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":298,"targetDuration":4,"studyType":23,"phases":300,"briefSummary":301,"conditions":302,"keywords":303,"overallStatus":32,"whyStopped":4,"lastUpdateSubmitDate":308,"lastUpdatePostDateStruct":309,"startDateStruct":311,"completionDateStruct":313,"leadSponsor":315,"locationsCount":44},"100575446","teaching-electronic-fetal-monitoring-to-midwifery-students-with-peer-teaching-method-100575446","NCT06772389","Teaching Electronic Fetal Monitoring to Midwifery Students With Peer Teaching Method","The Effect of Electronic Fetal Monitoring Training Given to Midwifery Students With Peer Education Method on the Knowledge, Skills and Self-Efficacy Levels of the Students","Inclusion Criteria:\n\n* volunteers to participate in the study,\n* those taking the Prenatal Period-I course for the first time,\n* those who have not received any EFM training before,\n* those who are second year Midwifery students\n\nExclusion Criteria:\n\n* Students who are absent on the day the EFM topic is taught.",{"count":299,"type":22},72,[25],"706 \u002F 5.000 The aim of the study is to examine the effects of Electronic Fetal Monitoring (EFM) (a test that evaluates fetal health during pregnancy) training given to midwifery students through peer education method on the knowledge, skills and self-efficacy levels of the students. It is being conducted as an experimental study with a randomized controlled pre-test-post-test design. Students were given standard training on EFM. Students in the peer teaching group were given peer education. Students continue to be evaluated while applying EFM to pregnant women in clinical practice. Personal information form, achievement test for EFM, skill form and Electronic Fetal Monitoring Self-Efficacy Scale were used in the evaluation of the students.",[31],[304,63,305,306,307],"midwifery","cardiotocography","Clinical Skill","peer group","2025-01-13",{"date":310,"type":36},"2025-01-14",{"date":312,"type":36},"2024-12-03",{"date":314,"type":22},"2025-02-02",{"name":316,"class":43},"Tokat Gaziosmanpasa University",{"id":318,"slug":319,"hasResults":11,"nctId":320,"briefTitle":321,"officialTitle":322,"acronym":4,"eligibilityCriteria":323,"healthyVolunteers":17,"sex":18,"minAge":53,"maxAge":4,"enrollmentInfo":324,"targetDuration":4,"studyType":23,"phases":326,"briefSummary":327,"conditions":328,"keywords":4,"overallStatus":69,"whyStopped":4,"lastUpdateSubmitDate":329,"lastUpdatePostDateStruct":330,"startDateStruct":332,"completionDateStruct":334,"leadSponsor":336,"locationsCount":4},"100566090","the-effect-of-touchpoint-method-on-clinical-learning-experience-with-nursing-students-100566090","NCT06650657","The Effect of Touchpoint Method on Clinical Learning; Experience With Nursing Students","The Effect of Touchpoint Method on Clinical Learning","Inclusion Criteria:\n\n* Being a 2nd year student at the Faculty of Nursing,\n* Agreeing to participate in the research\n\nExclusion Criteria:\n\n* Not being a 2nd year student at the Faculty of Nursing,\n* Not agreeing to participate in the research",{"count":325,"type":22},290,[25],"This research aims to evaluate the effect of Touchpoint experience as a clinical learning method on clinical learning. The research is a quasi-experimental research with experimental-control groups. Students will be divided into experimental and control groups with the \"simple randomization\" method. A pre-test will be taken with data collection tools before the study for both groups. Students in the control group will continue their routine practice experiences. A post-test will be applied with data collection tools at the end of the 8-week internship period. TouchPoint is planned as a 2-session experience over a semester: Session 1 focuses on patient-centered care, Session 2 focuses on teamwork and collaboration. The method of both sessions will be conducted by 2 researchers with a small clinical group of 8 to 10 students. Sessions will last from 1.5 hours to 2 hours depending on the number of students and the degree of discussion. Sessions will be conducted face-to-face in a classroom.",[31],"2024-10-18",{"date":331,"type":36},"2024-10-21",{"date":333,"type":22},"2024-11-01",{"date":335,"type":22},"2025-02-01",{"name":337,"class":43},"Ataturk University",{"id":339,"slug":340,"hasResults":11,"nctId":341,"briefTitle":342,"officialTitle":343,"acronym":4,"eligibilityCriteria":344,"healthyVolunteers":11,"sex":18,"minAge":53,"maxAge":4,"enrollmentInfo":345,"targetDuration":4,"studyType":23,"phases":347,"briefSummary":348,"conditions":349,"keywords":354,"overallStatus":32,"whyStopped":4,"lastUpdateSubmitDate":359,"lastUpdatePostDateStruct":360,"startDateStruct":362,"completionDateStruct":364,"leadSponsor":366,"locationsCount":44},"100410658","multimodal-program-for-cancer-related-cachexia-prevention-100410658","NCT04627376","Multimodal Program for Cancer Related Cachexia Prevention","Effectiveness of a Multimodal Education and Support Program for the Prevention of Cancer Related Cachexia for Patients and Their Family Caregiver","Inclusion Criteria:\n\n1. 18 years old or older\n2. Participants must be diagnosed with solid tumour (stomach, colorectal, pancreas, breast, lung)\n3. Participants needing chemotherapy\u002Fimmunotherapy\u002Fhormone therapy\u002Ftarget therapy\n4. Participants must be normal or pre cachectic as defined by the guidelines\n5. Read and understand Greek or English\n\nExclusion Criteria:\n\n1. Haematologic tumors\n2. Parenteral Nutrition\n3. ECOG Performance status \\>2 or Karnofsky Performance Status \\\u003C60%\n4. Participant who can not introduce a family caregiver\n5. Participants in cachexia or refractory cachexia stage as defined by the guidelines below:\n\n   * \\>5% weight loss over the past 6 months (in absence of simple starvation); OR\n   * BMI \\\u003C20 and any degree of weight loss \\>2%; OR\n   * Appendicular skeletal muscle index consistent with sarcopenia (whole body fat-free mass index without bone determined by bioelectrical impedance (men \\\u003C14.6 kg\u002Fm²; women \\\u003C11.4 kg\u002Fm²) and weight loss \\>2%\n6. Patients who use complementary therapies (ex-acupuncture)",{"count":346,"type":22},60,[25],"The aim of the study is to evaluate the effectiveness of a multifactorial education and support program for the prevention of cancer-related cachexia syndrome, for patients and their family caregivers during anti-cancer treatment.",[350,351,352,353,31],"Neoplasms","Cancer","Cachexia","Malnutrition",[355,356,357,358],"cachexia","prevention","management","malnutrition","2022-09-01",{"date":361,"type":36},"2022-09-02",{"date":363,"type":36},"2020-09-24",{"date":365,"type":22},"2026-06",{"name":367,"class":43},"Cyprus University of Technology"]