[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"nurse-education\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:nurse-education":27},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,3,0,[8,48,76],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":19,"targetDuration":4,"studyType":22,"phases":23,"briefSummary":25,"conditions":26,"keywords":32,"overallStatus":36,"whyStopped":4,"lastUpdateSubmitDate":37,"lastUpdatePostDateStruct":38,"startDateStruct":41,"completionDateStruct":43,"leadSponsor":45,"locationsCount":4},"100053945","the-effect-of-intravenous-injection-training-based-on-the-arcs-v-model-on-levels-of-learning-motivation-and-self-efficacy-100053945",false,"NCT07691983","The Effect of Intravenous Injection Training Based on the ARCS-V Model on Levels of Learning Motivation and Self-Efficacy","The Effect of Intravenous Injection Training Based on the ARCS-V Model on Nursing Students' Learning Motivation and Self-Efficacy Levels: A Mixed-Methods Study","Inclusion Criteria:\n\n* To be a student enrolled on the Turkish-language programme at the Faculty of Nursing,\n* Be aged 18 or over,\n* Have Turkish as your first language,\n* Be a first-year student,\n* Not be a student on an exchange programme such as Erasmus,\n* Be taking the 'Fundamentals of Nursing' course for the first time,\n* Not have previously received training in intravenous procedures\n* Not to have been absent during the period when research data will be collected, Not to hold a secondary school, foundation year or undergraduate degree in any health-related field\n\nExclusion Criteria:\n\n* The desire not to take part in any stage of the research or to withdraw from the research",true,"ALL","18 Years",{"count":20,"type":21},76,"ESTIMATED","INTERVENTIONAL",[24],"NA","Intravenous (IV) administration, one of the most fundamental and common practices carried out by nurses, is defined as the administration of medication directly into the circulatory system via a vein. Intravenous administration is one of the key clinical skills that must be performed using the correct technique. Supporting students' motivation to learn plays a significant role in the effective acquisition of this skill. The ARCS-V motivation model, which aims to enhance motivation during the teaching process, comprises the dimensions of attention, relevance, confidence, satisfaction and action. This study aims to investigate the effect of intravenous administration training based on the ARCS-V model on nursing students' levels of motivation and academic self-efficacy. The study will be conducted using a mixed-methods design incorporating both a randomised controlled trial and qualitative research methods. In the study, the experimental group will receive IV administration training structured according to the ARCS-V model, whilst the control group will be taught using the traditional teaching method. For the collection of quantitative data in this study, the \"Demographic Information Form\", the \"Motivation Scale for Teaching Materials (ÖMMÖ)\", the \"Academic Self-Efficacy Scale (AÖÖ)\" and the \"Volition to Learn Scale (VFLS)\" will be used. For the collection of qualitative data in the study, a \"Semi-Structured Interview Form\" will be used to determine the experiences of students in the experimental group regarding the learning process, and an audio recorder will be used to record the data. Whilst the quantitative data obtained will be analysed using statistical methods, the qualitative data will be evaluated through content analysis. It is anticipated that the findings of this research will demonstrate that teaching based on the ARCS-V model contributes to clinical skills training by supporting students' active participation in the learning process, as well as their motivation and will to learn.",[27,28,29,30,31],"Nurse Education","Intravenous Catheters","INTRAVENOUS CATHETER APPLICATION","Intravenous Therapy","Intravenous Therapy Complications",[33,34,35],"ARCS-V","Nursing Education","Motivation","NOT_YET_RECRUITING","2026-07-10",{"date":39,"type":40},"2026-07-13","ACTUAL",{"date":42,"type":21},"2026-07-15",{"date":44,"type":21},"2027-12-26",{"name":46,"class":47},"Ataturk University","OTHER",{"id":49,"slug":50,"hasResults":11,"nctId":51,"briefTitle":52,"officialTitle":53,"acronym":54,"eligibilityCriteria":55,"healthyVolunteers":11,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":56,"targetDuration":4,"studyType":22,"phases":58,"briefSummary":59,"conditions":60,"keywords":61,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":66,"lastUpdatePostDateStruct":67,"startDateStruct":69,"completionDateStruct":71,"leadSponsor":73,"locationsCount":75},"100622035","the-effect-of-virtual-simulation-games-on-nursing-students-knowledge-skills-confidence-and-satisfaction-in-cvc-care-100622035","NCT07378384","The Effect of Virtual Simulation Games on Nursing Students' Knowledge, Skills, Confidence and Satisfaction in CVC Care","Effect of Virtual Simulation Games on Nursing Students' Knowledge, Skills, Confidence and Satisfaction in CVC Care","CVC","Inclusion Criteria:\n\n* Students enrolled in the Fundamentals of Nursing course\n* Must volunteer to participate in the research.\n\nExclusion Criteria:\n\n* Having graduated from high school, college or university in a health-related field,\n* Having taken the fundamentals of nursing course\n* Having difficulty understanding and speaking Turkish.",{"count":57,"type":21},78,[24],"This study aims to evaluate the effect of virtual simulation games on developing nursing students' knowledge, skills, confidence, and satisfaction levels regarding central venous catheter care and management. Nursing students will be included in the study, and participants will take part in a virtual simulation game-based training programme. Students' knowledge levels, clinical skills, confidence, and satisfaction with the training will be assessed before and after the training using valid measurement tools. The results obtained aim to reveal whether virtual simulation games are an effective and safe teaching method in nursing education. The results of this study are expected to contribute to the development of innovative teaching methods in nursing education.",[27],[62,63,64],"Virtual Simulation Game","Nursing education","central venous catheter care","RECRUITING","2026-01-27",{"date":68,"type":40},"2026-01-30",{"date":70,"type":21},"2026-03-19",{"date":72,"type":21},"2026-06-01",{"name":74,"class":47},"Zeynep Kandemir özsoy",1,{"id":77,"slug":78,"hasResults":11,"nctId":79,"briefTitle":80,"officialTitle":81,"acronym":4,"eligibilityCriteria":82,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":83,"targetDuration":4,"studyType":22,"phases":85,"briefSummary":86,"conditions":87,"keywords":4,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":93,"lastUpdatePostDateStruct":94,"startDateStruct":96,"completionDateStruct":98,"leadSponsor":100,"locationsCount":75},"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":84,"type":21},70,[24],"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.",[88,89,27,90,91,92],"Gamification","Gamification in Health Education","Nursing Students","Postpartum Hemorrhage","Nursing Care","2025-11-13",{"date":95,"type":40},"2025-11-17",{"date":97,"type":40},"2025-11-05",{"date":99,"type":21},"2025-12-30",{"name":101,"class":47},"Sakarya University"]