[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"gamification\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:gamification":28},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,11,0,[8,42,59,89,114,140,166,188,217,246,274],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":18,"targetDuration":4,"studyType":21,"phases":22,"briefSummary":24,"conditions":25,"keywords":4,"overallStatus":30,"whyStopped":4,"lastUpdateSubmitDate":31,"lastUpdatePostDateStruct":32,"startDateStruct":35,"completionDateStruct":36,"leadSponsor":38,"locationsCount":41},"100623334","the-effect-of-gamified-metaverse-based-training-on-nursing-students-self-efficacy-and-metaverse-perception-regarding-pressure-injury-management-100623334",false,"NCT07395284","The Effect of Gamified Metaverse-Based Training on Nursing Students' Self-Efficacy and Metaverse Perception Regarding Pressure Injury Management","The Effect of Gamified Metaverse-Based Training on Nursing Students' Self-Efficacy and Metaverse Perception Regarding Pressure Injury Management: A Randomized Controlled Study","Inclusion Criteria:\n\n* Voluntarily agree to participate in the research,\n* Be a second-year undergraduate nursing student,\n* Be able to understand and speak Turkish,\n* Have healthy hearing, vision, and speech.\n\nExclusion Criteria:\n\n* The student voluntarily requesting to withdraw from the study\n* The student ceasing to use the metaverse domain during the study period\n* Completing the survey form incompletely.",true,"ALL",{"count":19,"type":20},60,"ESTIMATED","INTERVENTIONAL",[23],"NA","Introduction: Pressure ulcers are a largely preventable clinical problem that negatively impacts the quality of patient care and constitutes a significant economic burden for healthcare systems. The prevention and effective management of these ulcers are closely related to nurses' knowledge, skills, and self-efficacy levels. However, current nursing education programs show a limited number of practice-based and interactive training approaches for the prevention and management of pressure ulcers. In recent years, innovative and technology-supported training methods such as gamification and metaverse have emerged as promising approaches for improving students' knowledge and self-efficacy levels by increasing their active participation in learning processes. Aim: The aim of this research is to evaluate the effect of gamified metaverse-based training developed for nursing students on their knowledge level, academic self-efficacy, and metaverse perception regarding pressure ulcer management.\n\nMethod: The research was planned as a randomized controlled experimental design. The population of the study will consist of students studying in the nursing department. The sample size was calculated using G\\*Power based on PUKAT 2.0-T scores; Assuming a two-way α=0.05 and power=0.80, at least 26 participants were selected for each group, and the total sample size was planned as 60 students, taking into account possible losses. Participants will be administered a Demographic Information Form, the Pressure Ulcer Knowledge Level Assessment Tool 2.0-Updated Version (PUKAT 2.0-T), and the Nursing Students Academic Self-Efficacy Scale. Participants will be randomly assigned to intervention and control groups based on their pre-test scores. The intervention group will receive traditional classroom theoretical training and gamified metaverse-based training for two weeks, while the control group will receive traditional classroom theoretical training. Post-tests will be administered immediately after the intervention and one month later. In addition, the Metaverse Perception Scale will be administered to the intervention group. Data will be collected using the Pressure Ulcer Knowledge Assessment Tool 2.0-Updated Version (PUKAT 2.0-T), the Nursing Students Academic Self-Efficacy Scale, and the Metaverse Perception Scale for Nursing Students.\n\nResults: The obtained data will be analyzed using appropriate statistical methods.\n\nConclusion: This research is expected to provide evidence regarding the effectiveness of innovative digital education models in nursing education and contribute to the development of educational strategies for the prevention of pressure ulcers.",[26,27,28,29],"Pressure Ulcers, Bedsores, Decubitus Ulcer","Nursing Education","Gamification","Self-Efficacy","RECRUITING","2026-04-25",{"date":33,"type":34},"2026-04-30","ACTUAL",{"date":33,"type":20},{"date":37,"type":20},"2026-06-30",{"name":39,"class":40},"Baskent University","OTHER",1,{"id":43,"slug":44,"hasResults":11,"nctId":45,"briefTitle":46,"officialTitle":47,"acronym":4,"eligibilityCriteria":48,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":49,"targetDuration":4,"studyType":21,"phases":50,"briefSummary":51,"conditions":52,"keywords":4,"overallStatus":30,"whyStopped":4,"lastUpdateSubmitDate":31,"lastUpdatePostDateStruct":55,"startDateStruct":56,"completionDateStruct":57,"leadSponsor":58,"locationsCount":41},"100623305","the-effectiveness-of-gamified-metaverse-based-training-on-patient-safety-for-nursing-students-100623305","NCT07394907","The Effectiveness of Gamified Metaverse-Based Training on Patient Safety for Nursing Students","The Effectiveness of Gamified Metaverse-Based Training on Patient Safety for Nursing Students: A Mixed Methods Study","Inclusion Criteria:\n\n* Voluntarily agreeing to participate in the research,\n* Being a second-year undergraduate nursing student,\n* Being able to understand and speak Turkish,\n* Having healthy hearing, vision, and speech.\n\nExclusion Criteria:\n\n* The student voluntarily wishing to withdraw from the study\n* The student ceasing to use the metaverse space during the study period\n* Filling out the survey form incompletely.",{"count":19,"type":20},[23],"Introduction: Patient safety issues, such as medication errors, healthcare-associated infections, unsafe surgical procedures, and diagnostic errors, can negatively impact the quality of healthcare and patient outcomes due to preventable risks. There is a need for innovative, interactive educational approaches to ensure the lasting acquisition of patient safety competencies in nursing students and to strengthen their transfer to the clinical environment. Aim: This study aims to evaluate the effect of gamified metaverse-based training on patient safety competencies in nursing students and to assess student opinions regarding metaverse-based training. Method: The research will be conducted using a mixed-methods design. The quantitative phase will be an experimental design including intervention and control groups, pre-test-post-test, and a one-month follow-up (retention test). The research will be conducted between February 2026 and May 2026 with second-year students studying in the Spring semester of 2025-2026 at Başkent University Nursing Department in Ankara. According to G\\*Power calculations, a minimum sample size of 52 was found; considering a possible 10% loss, the total sample size was planned as 60 students (intervention=30, control=30). All participants will take the Patient Safety Knowledge Level Test (pre-test) and the Patient Safety Competency Self-Assessment Tool before the training. This will be followed by 2 hours of traditional theoretical training on patient safety; the intervention group will also receive gamified metaverse-based training via Spatial.io for two weeks. Post-tests will be administered after the training and one month later. Data collection tools include the Demographic Information Form, the Patient Safety Knowledge Level Test, the Patient Safety Competency Self-Assessment Tool (PSCS), and focus group interviews to be conducted in the intervention group. Quantitative data will be analyzed through within-group and between-group comparisons; qualitative data will be analyzed using thematic analysis, and the findings will be interpreted holistically. Findings (Expected): Gamified metaverse-based training is expected to provide a greater increase in mean scores on the Patient Safety Knowledge Level Test (PSL) and total and sub-dimension scores (knowledge-skills-attitudes) of nursing students compared to the control group, and to support the retention of these results.\n\nConclusion: This study is expected to generate evidence regarding the effectiveness of gamified metaverse-based training in improving patient safety competencies in nursing education and to contribute to the structuring of patient safety training in a more integrated, student-centered, and sustainable manner.",[28,27,53,54],"Patient Safety","Mixed Method Implementation Study",{"date":33,"type":34},{"date":33,"type":20},{"date":37,"type":20},{"name":39,"class":40},{"id":60,"slug":61,"hasResults":11,"nctId":62,"briefTitle":63,"officialTitle":64,"acronym":65,"eligibilityCriteria":66,"healthyVolunteers":11,"sex":17,"minAge":67,"maxAge":4,"enrollmentInfo":68,"targetDuration":4,"studyType":21,"phases":70,"briefSummary":71,"conditions":72,"keywords":75,"overallStatus":79,"whyStopped":4,"lastUpdateSubmitDate":80,"lastUpdatePostDateStruct":81,"startDateStruct":83,"completionDateStruct":85,"leadSponsor":87,"locationsCount":4},"100631452","gamification-in-stoma-care-education-for-nursing-students-100631452","NCT07500857","Gamification in Stoma Care Education for Nursing Students","The Effect of the Gamification Method on Nursing Students' Learning of Stoma Care","GAME-STOMA","Inclusion Criteria:\n\n* Nursing students who voluntarily agree to participate in the study\n* Students who are enrolled in the \"Nursing Professional Practice\" course for the first time\n* Students who have access to a mobile device (e.g., smartphone or tablet) and internet connection\n\nExclusion Criteria:\n\n* Students who have previously participated in or used any game related to stoma care\n* Students who do not attend the theoretical course\n* Students who do not participate in demonstrations or group activities\n* Students who do not complete any stage of the knowledge assessment\n* Students who do not complete any stage of the skill assessment\n* Students who provide incomplete or careless responses to data collection forms\n* Students who do not use or complete the game-based intervention","17 Years",{"count":69,"type":20},72,[23],"his study aims to determine the effect of a gamification-based educational method on nursing students' learning of stoma care. The research will be conducted as a pretest-posttest, parallel-group randomized controlled experimental study. This research will be prepared under the guidance of the Standard Protocol Items: Recommendations for Interventional Trials (SPIRIT) protocol, and the reporting of the randomized controlled study will be carried out under the Consolidated Standards of Reporting Trials (CONSORT).\n\nParticipants will consist of fourth-year nursing students who voluntarily agree to participate in the study. After obtaining informed consent, participants will complete a descriptive characteristics form and the Stoma Care Knowledge Test. Randomization will be performed based on baseline knowledge levels, and participants will be assigned to experimental and control groups.\n\nStudents' knowledge levels will be assessed using the \"Stoma Care Knowledge Test,\" and their skills will be evaluated using a \"Skills Checklist.\" Following baseline knowledge and skill assessment, the experimental group will receive gamified stoma care education, while the control group will receive standard education. The gamification intervention is designed based on the Werbach D6 Model and aims to enhance students' knowledge and skills in stoma care.\n\nPost-intervention knowledge and skill assessments will be conducted one week after the training. In addition, follow-up measurements will be performed four weeks later to evaluate the retention of knowledge and skills.",[73,28,27,74],"Stoma Care Education in Nursing Students","Ostomy - Ileostomy or Colostomy",[76,77,78],"gamification","nursing education","stoma care","NOT_YET_RECRUITING","2026-03-24",{"date":82,"type":34},"2026-03-30",{"date":84,"type":20},"2026-03-27",{"date":86,"type":20},"2026-04-24",{"name":88,"class":40},"Gazi University",{"id":90,"slug":91,"hasResults":11,"nctId":92,"briefTitle":93,"officialTitle":93,"acronym":4,"eligibilityCriteria":94,"healthyVolunteers":16,"sex":17,"minAge":95,"maxAge":4,"enrollmentInfo":96,"targetDuration":4,"studyType":21,"phases":98,"briefSummary":99,"conditions":100,"keywords":103,"overallStatus":79,"whyStopped":4,"lastUpdateSubmitDate":105,"lastUpdatePostDateStruct":106,"startDateStruct":108,"completionDateStruct":110,"leadSponsor":112,"locationsCount":4},"100626727","using-a-conversation-game-to-engage-native-american-washoe-tribe-members-in-advance-care-planning-preparation-for-a-clinical-trial-100626727","NCT07439393","Using a Conversation Game to Engage Native American Washoe Tribe Members in Advance Care Planning: Preparation for a Clinical Trial","Inclusion Criteria:\n\n* Age 18 years or older\n* Member of the Washoe American Indian Tribe\n* Able to attend in-person events\n* Speaks, reads, and writes in English\n* Able to provide informed consent\n\nExclusion Criteria:\n\n* Under 18 years of age\n* Non-Tribal member\n* Non-English speaking\n* Unable to provide informed consent","18 Years",{"count":97,"type":20},108,[23],"The goal of this study is to learn if a culturally adapted version of the Hello game, an advance care planning (ACP) conversation tool, is feasible and acceptable for use with members of the Washoe Tribe. The main questions it aims to answer are:\n\nCan the Hello game be successfully adapted to reflect the cultural values, beliefs, and storytelling traditions of the Washoe Tribe?\n\nDoes playing the adapted Hello game increase ACP engagement and advance directive (AD) completion among Washoe Tribe members within 3 months?\n\nParticipants will:\n\n* Take part in talking circles at one of four Washoe reservations to share their beliefs, motivations, and experiences related to end-of-life care and advance care planning\n* Complete brief questionnaires about their ACP attitudes and behaviors\n* Play the culturally adapted Hello game in a group setting\n* Complete follow-up measures of ACP engagement and advance directive completion 3 months after playing the game",[101,102,28],"Advance Care Planning","American Indian or Alaska Native",[104,102,28],"Advance care planning","2026-02-26",{"date":107,"type":34},"2026-03-02",{"date":109,"type":20},"2026-06",{"date":111,"type":20},"2028-09",{"name":113,"class":40},"Milton S. Hershey Medical Center",{"id":115,"slug":116,"hasResults":11,"nctId":117,"briefTitle":118,"officialTitle":118,"acronym":119,"eligibilityCriteria":120,"healthyVolunteers":11,"sex":121,"minAge":122,"maxAge":95,"enrollmentInfo":123,"targetDuration":4,"studyType":21,"phases":125,"briefSummary":126,"conditions":127,"keywords":4,"overallStatus":30,"whyStopped":4,"lastUpdateSubmitDate":130,"lastUpdatePostDateStruct":131,"startDateStruct":133,"completionDateStruct":135,"leadSponsor":137,"locationsCount":41},"100547051","gamified-occupational-therapy-for-adolescents-with-duchenne-muscular-dystrophy-100547051","NCT06402942","Gamified Occupational Therapy for Adolescents With Duchenne Muscular Dystrophy","DMD","Inclusion Criteria:\n\n* Being diagnosed with Duchenne muscular dystrophy\n* To be literate in Turkish\n* To have scored 27 points or more on the Modified Mini Mental Test\n* Having a computer, tablet and internet connection\n* Volunteering to participate in the study by their parents and reading and signing the informed consent form\n\nExclusion Criteria:\n\n* Having a neurological disease other than Duchenne muscular dystrophy and\u002For another diagnosed neurological disease accompanying Duchenne muscular dystrophy\n* Having a cooperation problem that prevents completing the assessments for any reason\n* Difficulty understanding and speaking the Turkish language","MALE","13 Years",{"count":124,"type":20},20,[23],"This research aims to improve the quality of life, occupational performance, occupational satisfaction and emotional health of young people with Duchenne muscular dystrophy compared to the classical occupational therapy program. The findings are planned to shed light on the development of new and effective strategies in the rehabilitation of adolescents with Duchenne muscular dystrophy.",[128,28,129],"Duchenne Muscular Dystrophy","Occupational Therapy","2026-01-24",{"date":132,"type":34},"2026-01-27",{"date":134,"type":34},"2025-05-01",{"date":136,"type":20},"2026-12-08",{"name":138,"class":139},"Başak Çağla Arslan","OTHER_GOV",{"id":141,"slug":142,"hasResults":11,"nctId":143,"briefTitle":144,"officialTitle":145,"acronym":4,"eligibilityCriteria":146,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":147,"targetDuration":4,"studyType":21,"phases":149,"briefSummary":150,"conditions":151,"keywords":4,"overallStatus":30,"whyStopped":4,"lastUpdateSubmitDate":157,"lastUpdatePostDateStruct":158,"startDateStruct":160,"completionDateStruct":162,"leadSponsor":164,"locationsCount":41},"100610591","the-effectiveness-of-serious-game-based-training-for-nursing-students-in-postpartum-haemorrhage-management-100610591","NCT07229573","The Effectiveness of Serious Game-Based Training for Nursing Students in Postpartum Haemorrhage Management","The Effectiveness of Serious Game-Based Training for Nursing Students in Postpartum Haemorrhage Management: A Randomised Controlled Trial","Inclusion Criteria:\n\na) Third-year nursing students taking the Obstetrics and Gynaecology Nursing course, b) Not experiencing any verbal or written communication problems, c) Not being an exchange student, d) Being willing to provide written consent before participating in the study.\n\nExclusion Criteria:\n\nNot meeting the inclusion criteria",{"count":148,"type":20},70,[23],"This randomised controlled trial aims to evaluate the effectiveness of serious game-based training for postpartum haemorrhage (PPH) management among third-year nursing students. The study employs a pre-test-post-test design with two parallel groups: an experimental group (game-based education) and a control group (traditional education). The sample size was determined by power analysis to be 70 students in total, with 35 students in each group. Participants will be assigned in a 1:1 ratio by computer-assisted block randomisation by a person independent of the research team; students and instructors will not be blinded, but the biostatistician performing the data analysis will be blinded. The intervention group will first receive traditional education, followed by gamification-based education including nursing interventions in the management of PPB; the control group will receive only traditional education. Data will be collected using the PPK Management Knowledge and Skills Assessment Form and the PPK Management Self-Confidence Scale.",[28,152,153,154,155,156],"Gamification in Health Education","Nurse Education","Nursing Students","Postpartum Hemorrhage","Nursing Care","2025-11-13",{"date":159,"type":34},"2025-11-17",{"date":161,"type":34},"2025-11-05",{"date":163,"type":20},"2025-12-30",{"name":165,"class":40},"Sakarya University",{"id":167,"slug":168,"hasResults":11,"nctId":169,"briefTitle":170,"officialTitle":171,"acronym":4,"eligibilityCriteria":172,"healthyVolunteers":11,"sex":17,"minAge":95,"maxAge":4,"enrollmentInfo":173,"targetDuration":4,"studyType":21,"phases":175,"briefSummary":176,"conditions":177,"keywords":178,"overallStatus":30,"whyStopped":4,"lastUpdateSubmitDate":179,"lastUpdatePostDateStruct":180,"startDateStruct":182,"completionDateStruct":184,"leadSponsor":186,"locationsCount":41},"100602562","gamification-enhanced-problem-based-learning-100602562","NCT07125131","Gamification-Enhanced Problem-Based Learning","Effects of \"Gamification-Enhanced Problem-Based Learning\" on Critical Thinking Disposition, Metacognitive Awareness and Clinical Competence Among Nursing Students in Hong Kong","Inclusion Criteria:\n\n* aged 18 or above;\n* year 2 nursing students from full-time program;\n* education level post-secondary school or above;\n* consent given to participate voluntarily in this study;\n* participants who could read and write Chinese.\n\nExclusion Criteria:\n\n* healthcare working experience prior to enrollment into the undergraduate nursing program;\n* repeater.",{"count":174,"type":20},100,[23],"The goal of this randomized controlled trial is to compare the effects of \"Gamification-Enhanced Problem-Based Learning\" and a lecturing approach on critical thinking disposition, metacognitive awareness and clinical competence among nursing students of enrolled nurse in higher diploma education in Hong Kong. The main questions it aims to answer are:\n\n1. What is the level of critical thinking disposition, metacognitive awareness and clinical competence of nursing students of enrolled nurse in higher diploma education in Hong Kong?\n2. What is the relationship of clinical competence is related to critical thinking disposition and metacognitive awareness among nursing students of enrolled nurse in higher diploma education in HK?\n3. What are the effects of \"Gamification-Enhanced Problem-Based Learning\" and lecturing approach on critical thinking disposition, metacognitive awareness and clinical competence among nursing students of enrolled nurse in higher diploma education in Hong Kong?\n\nParticipants will receive five sessions of \"Gamification-Enhanced Problem-Based Learning\" for five weeks.",[28,27],[76],"2025-08-08",{"date":181,"type":34},"2025-08-15",{"date":183,"type":34},"2024-12-13",{"date":185,"type":20},"2026-02-28",{"name":187,"class":40},"The University of Hong Kong",{"id":189,"slug":190,"hasResults":11,"nctId":191,"briefTitle":192,"officialTitle":193,"acronym":194,"eligibilityCriteria":195,"healthyVolunteers":16,"sex":17,"minAge":196,"maxAge":197,"enrollmentInfo":198,"targetDuration":4,"studyType":21,"phases":200,"briefSummary":201,"conditions":202,"keywords":203,"overallStatus":30,"whyStopped":4,"lastUpdateSubmitDate":208,"lastUpdatePostDateStruct":209,"startDateStruct":211,"completionDateStruct":213,"leadSponsor":215,"locationsCount":41},"100596007","creativedrama-and-gamificationbased-100596007","NCT07039851","CreativeDrama and GamificationBased","Creative Drama and Gamification-Based Educational Experience: Its Effect on Children's Nature Connectedness and Recycling Behaviors","Creative Drama","Inclusion Criteria:\n\n* Male and female students aged 10 to 12 years.\n\nEnrolled in 5th or 6th grade at middle schools affiliated with the Istanbul Provincial Directorate of National Education.\n\nVoluntary participation with parental consent.\n\nAble to attend all sessions and actively participate in the educational activities.\n\nExclusion Criteria:\n\n\\-","10 Years","12 Years",{"count":199,"type":20},50,[23],"The aim of this study is to examine the effect of a creative drama and gamification-based educational experience on children's levels of nature connectedness and recycling behaviors. With the increasing environmental problems today, instilling environmental awareness in children at an early age and helping them establish a bond with nature is of great importance for a sustainable future. In this context, creative drama stands out as an effective method in shaping environmental attitudes, as it supports children's emotional development and enhances their ability to empathize. Gamification, on the other hand, is a pedagogical strategy that increases children's active participation in learning processes and boosts their motivation.\n\nIn the study, an experimental design will be used, and a group of students will participate in an educational program themed around nature and recycling, incorporating creative drama and gamification activities. At the end of the program, children's nature connectedness and recycling behaviors will be measured, and pre-test-post-test comparisons will be made. Nature connectedness is defined as an individual's perception of nature as a whole and seeing themselves as a part of that whole, and it is strongly associated with environmentally friendly behaviors. Recycling behaviors include individuals' voluntary efforts to separate and repurpose waste.\n\nThis study aims to reveal how creative and interactive learning methods influence children's environmental awareness and behaviors, and it seeks to contribute to the development of environmental education programs.",[194,28],[204,28,205,206,207],"Creative drama","Nature connectedness","Recycling behaviors","Environmental education","2025-06-18",{"date":210,"type":34},"2025-06-26",{"date":212,"type":20},"2025-10-01",{"date":214,"type":20},"2026-10-01",{"name":216,"class":40},"Saglik Bilimleri Universitesi",{"id":218,"slug":219,"hasResults":11,"nctId":220,"briefTitle":221,"officialTitle":222,"acronym":4,"eligibilityCriteria":223,"healthyVolunteers":16,"sex":224,"minAge":225,"maxAge":226,"enrollmentInfo":227,"targetDuration":4,"studyType":21,"phases":229,"briefSummary":230,"conditions":231,"keywords":232,"overallStatus":79,"whyStopped":4,"lastUpdateSubmitDate":238,"lastUpdatePostDateStruct":239,"startDateStruct":241,"completionDateStruct":243,"leadSponsor":244,"locationsCount":4},"100552048","gathertown-gaming-for-pregnant-adolescents-with-depression-literacy-100552048","NCT06468020","Gather.Town Gaming for Pregnant Adolescents With Depression Literacy","The Effect of the Gather.Town Gaming Intervention for Promoting Depression Literacy Among Pregnant Adolescents in Thailand","Inclusion Criteria:\n\n1. First-time pregnant adolescents aged 15-19 years with gestational ages not exceeding 21 weeks.\n2. Being able to read Thai and use a computer or laptop to operate the intervention materials.\n\nExclusion Criteria:\n\n1. Being unwilling to participate in this study.\n2. Being unable to adhere to the entire intervention process or follow-up.\n3. Self-reported psychiatric diagnosis of any severe mental illnesses, i.e., major depression, schizophrenia, or bipolar disorder.","FEMALE","15 Years","19 Years",{"count":228,"type":20},64,[23],"Aim\n\nThe study seeks to:\n\n1. To assess the effect of the Gather.town gaming intervention on promoting depression literacy among pregnant adolescents in Thailand.\n2. To compare the depression literacy before and after receiving the Gather.town gaming intervention in the experimental group.\n\nMethods This quasi-experimental study employed a two-group, pretest-posttest design to assess the effect of a Gather.town gaming intervention on promoting depression literacy among pregnant adolescents in Thailand. 64 first-time pregnant adolescents aged 15-19 years with gestational age under 21 weeks were recruited from three hospitals using stratified random sampling. Participants were randomly assigned to the experimental group (n = 32) or control group (n = 32).\n\nThe experimental group participated in eight sessions of REBT-based interactive gaming on the Gather.town platform over four weeks (two sessions per week), while the control group received routine antenatal care and a depression literacy booklet. Quantitative data were collected at four time points (baseline, immediate post-intervention, 1-month, and 3-month follow-ups) using validated tools, including the Depression Literacy Questionnaire (D-Lit), depressive symptoms (EPDS), mental distress (BSRS-5), and platform usability (SUS). Qualitative data were gathered through focus group interviews after the intervention. Statistical analyses were performed using SPSS version 22. Descriptive statistics summarized participant characteristics. Chi-square tests examined group differences. Generalized Estimating Equations (GEE) were used to compare depression literacy scores across time points while accounting for clustering by hospital and adjusting for covariates. The significance level was set at p \\\u003C 0.05.",[28],[233,234,235,236,237],"Pregnant adolescents","Depression literacy","Game-based learning","Gather.town","Digital mental health intervention","2025-05-13",{"date":240,"type":34},"2025-05-16",{"date":242,"type":20},"2025-06",{"date":109,"type":20},{"name":245,"class":40},"National Taiwan University",{"id":247,"slug":248,"hasResults":11,"nctId":249,"briefTitle":250,"officialTitle":251,"acronym":4,"eligibilityCriteria":252,"healthyVolunteers":11,"sex":17,"minAge":95,"maxAge":253,"enrollmentInfo":254,"targetDuration":4,"studyType":21,"phases":255,"briefSummary":256,"conditions":257,"keywords":261,"overallStatus":79,"whyStopped":4,"lastUpdateSubmitDate":265,"lastUpdatePostDateStruct":266,"startDateStruct":268,"completionDateStruct":270,"leadSponsor":272,"locationsCount":41},"100573324","the-effect-of-a-gamified-neuropathy-management-application-on-cancer-behavior-in-cancer-patients-undergoing-chemotherapy-100573324","NCT06744803","The Effect of a Gamified Neuropathy Management Application on Cancer Behavior in Cancer Patients Undergoing Chemotherapy","The Effect of a Gamified Neuropathy Management Application on Cancer Behavior in Cancer Patients Undergoing Chemotherapy: A Prospective Follow-Up Study","Inclusion Criteria:\n\n* Undergoing chemotherapy treatment and have completed their first cycle.\n* Literate (able to read and write).\n* Able to use a smartphone.\n* Aged between 18 and 65 years.\n* Willing to participate in the study voluntarily.\n\nExclusion Criteria:\n\n* Participants who do not use the application during the study period\n* Participants who fail to complete the data collection forms","65 Years",{"count":19,"type":20},[23],"This study will be conducted to determine the effect of a gamified neuropathy management application on cancer behavior in cancer patients undergoing chemotherapy.",[258,259,260,28],"Cancer","Chemotherapy Induced Pain Neuropathy","Nursing",[262,263,264,76],"cancer","chemotherapy induced pain neuropathy","nursing","2024-12-16",{"date":267,"type":34},"2024-12-20",{"date":269,"type":20},"2025-01-01",{"date":271,"type":20},"2025-12-31",{"name":273,"class":40},"Ankara Yildirim Beyazıt University",{"id":275,"slug":276,"hasResults":11,"nctId":277,"briefTitle":278,"officialTitle":279,"acronym":280,"eligibilityCriteria":281,"healthyVolunteers":16,"sex":17,"minAge":95,"maxAge":4,"enrollmentInfo":282,"targetDuration":4,"studyType":21,"phases":284,"briefSummary":285,"conditions":286,"keywords":291,"overallStatus":30,"whyStopped":4,"lastUpdateSubmitDate":294,"lastUpdatePostDateStruct":295,"startDateStruct":297,"completionDateStruct":299,"leadSponsor":301,"locationsCount":41},"100570994","effectiveness-of-virtual-simulation-game-in-teaching-venous-blood-sampling-skills-to-nursing-students-100570994","NCT06714474","Effectiveness of Virtual Simulation Game in Teaching Venous Blood Sampling Skills to Nursing Students","Effectiveness of Virtual Simulation Game in Teaching Venous Blood Sampling Skills to Nursing Students: a Randomized Controlled Trial","VSG-Venous","Inclusion Criteria:\n\nEnrolled in the \"Principles and Applications in Nursing\" course, specifically the \"Fundamentals of Nursing Care\" module, for the first time.\n\nNo prior clinical experience. No prior experience with venous blood sampling. No prior education in health sciences (e.g., not a graduate of a vocational health school or a health-related associate degree program).\n\nWilling to voluntarily participate in the study.\n\nExclusion Criteria:\n\nDiagnosed with a chronic illness, bleeding disorder, or psychiatric condition. Pregnant students. Students who have not received Hepatitis A or Hepatitis B vaccines. Students who fail to complete the study data collection forms. Students who withdraw their consent to participate during the study. Students who are absent at any stage of the study process. Students who do not complete the simulation training sessions.",{"count":283,"type":20},200,[23],"The goal of this randomized controlled trial is to evaluate the effectiveness of the Virtual Simulation Game (VSG) method in teaching venous blood sampling (VBS) skills to second-year nursing students. The study aims to provide a safe, engaging, and innovative learning environment for nursing students, enabling them to improve their skills without compromising patient safety.\n\nThe main questions the study seeks to answer are:\n\nDoes VSG training improve nursing students' knowledge levels in VBS education? Does VSG training enhance nursing students' practical performance in VBS procedures? Does VSG training increase nursing students' satisfaction with VBS education? Does VSG training boost nursing students' confidence in performing VBS? Does VSG training enhance nursing students' comfort during VBS practice? Researchers will compare the Virtual Simulation Game (VSG) method to the standard technique. In the VSG group, students will engage with an interactive simulation game to practice VBS skills virtually before applying them in a clinical setting. In the control group, students will practice VBS skills using traditional methods in a laboratory environment.\n\nParticipants' Tasks:\n\nStudents in the VSG group will:\n\nLog in to the simulation platform with their credentials. Complete interactive training scenarios that mimic real-life challenges in venous blood sampling.\n\nPractice the procedure on their peers under supervision.\n\nStudents in the control group will:\n\nPractice VBS directly on their peers under supervision without using simulation.\n\nAfter practicing, all students will be observed for 15 minutes by expert nurses for potential complications or discomfort. If needed, participants will receive medical care.\n\nThis study adheres to the CONSORT guidelines for randomized controlled trials and incorporates validated instruments to measure knowledge, skill performance, satisfaction, confidence, and comfort levels among participants. The findings aim to bridge the gap in nursing education by introducing an innovative, technology-driven approach to skill training.",[287,288,289,28,290],"Nursing Skill","Game-Based Learning","Students, Nursing","Blood Sampling Procedure",[27,292,154,293],"Virtual Simulation Game","Venous Blood Sampling","2024-11-27",{"date":296,"type":34},"2024-12-03",{"date":298,"type":34},"2024-11-01",{"date":300,"type":20},"2024-12-31",{"name":302,"class":40},"Sinop University"]