[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"nursing-education\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:nursing-education":31},{"pageToken":4,"total":5,"offset":6,"count":7,"results":8},null,39,0,25,[9,54,82,107,133,159,188,215,238,258,278,295,321,348,375,400,427,453,480,504,526,552,579,601,619],{"id":10,"slug":11,"hasResults":12,"nctId":13,"briefTitle":14,"officialTitle":15,"acronym":4,"eligibilityCriteria":16,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":20,"enrollmentInfo":21,"targetDuration":4,"studyType":24,"phases":25,"briefSummary":27,"conditions":28,"keywords":32,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":43,"lastUpdatePostDateStruct":44,"startDateStruct":47,"completionDateStruct":49,"leadSponsor":51,"locationsCount":4},"100644166","comparing-digital-and-collaborative-gamified-reinforcement-strategies-for-hpv-literacy-and-retention-among-nursing-students-100644166",false,"NCT07667127","Comparing Digital and Collaborative Gamified Reinforcement Strategies for HPV Literacy and Retention Among Nursing Students","Comparing Digital and Collaborative Gamified Reinforcement Strategies for HPV Literacy and Retention Among Nursing Students: A Randomized Comparative Study","Inclusion Criteria:\n\n* Being a nursing student\n* Voluntary participation\n* Aged 18 years or older\n* Participation in all measurement points\n* Ownership of a smartphone\n* Internet access\n* Having headphones\n\nExclusion Criteria:\n\n* Incomplete data forms\n* Not participating in intervention sessions\n* Absence in posttest or follow-up",true,"ALL","18 Years","45 Years",{"count":22,"type":23},64,"ESTIMATED","INTERVENTIONAL",[26],"NA","This randomized comparative study aims to evaluate the effectiveness of two gamified reinforcement strategies, Gimkit and Escape Room, on human papillomavirus (HPV) literacy, short-term retention, and gameful learning experiences among undergraduate nursing students. Following standardized theoretical instruction on HPV infection, participants will be randomly assigned to either a digital quiz-based gamification intervention (Gimkit) or a collaborative Escape Room activity. Outcomes will be assessed using the Human Papillomavirus Literacy Scale (HPV-LS) and the Gameful Experience Scale (GAMEX) at multiple time points, including baseline, post-theoretical instruction, post-intervention, and one-month follow-up.",[29,30,31],"Health Literacy","Human Papillomavirus (HPV) Infection","Nursing Education",[33,34,35,36,37,38,39,40,41],"HPV literacy","nursing education","educational intervention","gimkit","escape room","Human Papillomavirus","game-based learning","gamification","knowledge retention","NOT_YET_RECRUITING","2026-06-30",{"date":45,"type":46},"2026-07-02","ACTUAL",{"date":48,"type":23},"2026-09-21",{"date":50,"type":23},"2026-10-26",{"name":52,"class":53},"Aydin Adnan Menderes University","OTHER",{"id":55,"slug":56,"hasResults":12,"nctId":57,"briefTitle":58,"officialTitle":59,"acronym":4,"eligibilityCriteria":60,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":61,"targetDuration":4,"studyType":24,"phases":63,"briefSummary":64,"conditions":65,"keywords":67,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":73,"lastUpdatePostDateStruct":74,"startDateStruct":76,"completionDateStruct":77,"leadSponsor":79,"locationsCount":81},"100644655","vr-simulation-based-implanted-port-catheter-training-in-nursing-students-100644655","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",{"count":62,"type":23},80,[26],"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.",[31,66],"Clinical Competence",[68,69,70,71,72],"Virtual reality","Simulation-based education","Implanted port catheter","Clinical skills","Nursing students","2026-06-25",{"date":75,"type":46},"2026-06-29",{"date":48,"type":23},{"date":78,"type":23},"2027-06-28",{"name":80,"class":53},"Izmir Bakircay University",1,{"id":83,"slug":84,"hasResults":12,"nctId":85,"briefTitle":86,"officialTitle":87,"acronym":88,"eligibilityCriteria":89,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":90,"targetDuration":4,"studyType":24,"phases":92,"briefSummary":93,"conditions":94,"keywords":96,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":98,"lastUpdatePostDateStruct":99,"startDateStruct":101,"completionDateStruct":103,"leadSponsor":105,"locationsCount":81},"100645145","immersive-virtual-reality-training-for-stoma-care-100645145","NCT07677592","Immersive Virtual Reality Training for Stoma Care","The Effectiveness of Immersive Virtual Reality Training for Stoma Care on Nurses' Knowledge and Skill, Self-efficacy and Learning Satisfaction","IVRT_SC","Inclusion Criteria:\n\n* Full-time registered nurses employed at the study institution or nursing students currently enrolled in a formal nursing program\n* Willing to participate in the study and able to provide written informed consent\n\nExclusion Criteria:\n\n* Prior participation in virtual reality-based ostomy care training\n* Self-reported history of significant discomfort during VR use (e.g., dizziness, nausea, or other physical discomfort)\n* Individuals who consider themselves unable or unwilling to undergo VR training",{"count":91,"type":23},100,[26],"This study investigates the effectiveness of immersive virtual reality (VR) training in stoma care on nurses' knowledge, skills, self-efficacy, and learning satisfaction.\n\nUsing a mixed-method design with convenience sampling, 100 clinical nurses will be recruited and randomly assigned (1:1) to experimental and control groups. The experimental group will receive two VR training sessions one month apart, while the control group will attend a single traditional classroom session. Both groups will follow stoma care replacement procedures established by National Taiwan University Hospital.\n\nData collection will include demographic information, knowledge\u002Fskill tests, and self-efficacy questionnaires administered at three time points: before training, immediately after training, and one month post-training. Learning satisfaction will be assessed immediately after training. Participants reporting adverse VR reactions or scoring below 4 on satisfaction will be invited to one-on-one semi-structured interviews.",[95,31],"Stoma Care",[97],"immersive virtual training program","2026-06-24",{"date":100,"type":46},"2026-07-01",{"date":102,"type":23},"2026-06-04",{"date":104,"type":23},"2028-12-31",{"name":106,"class":53},"National Taiwan University Hospital",{"id":108,"slug":109,"hasResults":12,"nctId":110,"briefTitle":111,"officialTitle":112,"acronym":113,"eligibilityCriteria":114,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":115,"enrollmentInfo":116,"targetDuration":4,"studyType":24,"phases":118,"briefSummary":119,"conditions":120,"keywords":121,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":123,"lastUpdatePostDateStruct":124,"startDateStruct":126,"completionDateStruct":128,"leadSponsor":130,"locationsCount":132},"100638691","simulator-and-standardized-patient-training-for-cardiopulmonary-examination-skills-in-nursing-students-100638691","NCT07631234","Simulator and Standardized Patient Training for Cardiopulmonary Examination Skills in Nursing Students","From Skill to Confidence: The Multifaceted Role of Simulation in Nursing Students' Learning of Cardiac and Pulmonary Assessment","CPPE-Train","Inclusion Criteria:\n\n* First-year nursing students enrolled in the Nursing Department of the Faculty of Health Sciences during the 2025-2026 academic year.\n* Enrolled in the Health Assessment I and II courses for the first time.\n* Willing to participate and able to provide written informed consent.\n* Agree to attend all educational sessions, including theoretical instruction and practical training.\n* Agree to participate in all data collection procedures, including pre-test, post-test, and follow-up assessments.\n\nExclusion Criteria:\n\n* Previous formal training in cardiopulmonary physical examination (e.g., summer school, certification course, or equivalent training).\n* Transfer students admitted through horizontal or vertical transfer programs.\n* Receiving ongoing psychological or psychiatric treatment for a diagnosed mental health condition, particularly anxiety-related disorders.\n* Withdrawal of informed consent at any stage of the study.\n* Absence from theoretical, simulation-based, or standardized patient training sessions.\n* Incomplete or incorrectly completed study questionnaires or assessment forms.","30 Years",{"count":117,"type":23},90,[26],"Cardiopulmonary physical examination is a fundamental nursing skill that is essential for the early recognition of patient problems and safe clinical decision-making. Nursing students often experience difficulties in developing competence and confidence in performing cardiac and pulmonary assessment skills during their early clinical education.\n\nThis quasi-experimental study aims to compare the effects of simulation-based training and standardized patient-based training on first-year nursing students' cardiopulmonary physical examination outcomes. The study will evaluate knowledge, clinical skill performance, learning satisfaction, self-confidence, and anxiety levels before and after the educational interventions.\n\nParticipants will be first-year nursing students enrolled in a health assessment course. Students will be assigned to either a simulation-based training group or a standardized patient-based training group. Data will be collected using knowledge tests, skill assessment checklists, satisfaction and self-confidence scales, and anxiety measures. The findings are expected to contribute to evidence-based nursing education by identifying effective teaching strategies for improving cardiopulmonary assessment competence among nursing students.",[31],[122],"Nursing Education, Simulation-Based Training, Standardized Patient,Cardiopulmonary Assessment","2026-06-02",{"date":125,"type":46},"2026-06-05",{"date":127,"type":23},"2026-05-24",{"date":129,"type":23},"2026-07",{"name":131,"class":53},"Burdur Mehmet Akif Ersoy University",2,{"id":134,"slug":135,"hasResults":12,"nctId":136,"briefTitle":137,"officialTitle":138,"acronym":4,"eligibilityCriteria":139,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":140,"targetDuration":4,"studyType":24,"phases":142,"briefSummary":143,"conditions":144,"keywords":150,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":127,"lastUpdatePostDateStruct":152,"startDateStruct":154,"completionDateStruct":155,"leadSponsor":157,"locationsCount":81},"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":141,"type":23},78,[26],"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",[145,146,31,147,148,66,149],"Nursing Process Competence","Artificial Intelligence Perception and Attitude","Nursing Process","Artificial Intelligence","Artificial Intelligence (AI)",[148,147,31,66,151],"Attitude of Health Personnel",{"date":153,"type":46},"2026-06-01",{"date":153,"type":23},{"date":156,"type":23},"2026-12-31",{"name":158,"class":53},"University of Yalova",{"id":160,"slug":161,"hasResults":12,"nctId":162,"briefTitle":163,"officialTitle":164,"acronym":4,"eligibilityCriteria":165,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":166,"targetDuration":4,"studyType":24,"phases":167,"briefSummary":168,"conditions":169,"keywords":173,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":179,"lastUpdatePostDateStruct":180,"startDateStruct":182,"completionDateStruct":184,"leadSponsor":186,"locationsCount":81},"100637086","three-teaching-strategies-in-nursing-education-effects-on-learning-and-knowledge-retention-100637086","NCT07598500","Three Teaching Strategies in Nursing Education: Effects on Learning and Knowledge Retention","The Effect of Three Different Instructional Strategies on Learning Outcomes and Knowledge Retention in Nursing Education: A Randomized Controlled Trial","Inclusion Criteria:\n\n* Being a second- or third-year undergraduate nursing student.\n* Being enrolled in the relevant nursing course during the study period.\n* Being scheduled to participate in the educational intervention on peritoneal dialysis catheter care.\n* Voluntarily agreeing to participate in the study.\n* Providing informed consent.\n* Being able to complete the pre-test, immediate post-test, and 4-week follow-up assessments.\n\nExclusion Criteria:\n\n* Not providing informed consent.\n* Not attending the educational intervention.\n* Being unable to complete the study assessment forms.\n* Participating in another educational activity or training program specifically related to peritoneal dialysis catheter care during the study period.",{"count":117,"type":23},[26],"The goal of this clinical trial is to learn whether three different instructional strategies improve learning outcomes and knowledge retention in nursing students receiving education on peritoneal dialysis catheter care. The main questions it aims to answer are:\n\nDoes Pecha Kucha-based education improve students' knowledge of peritoneal dialysis catheter care compared with concept map-based education and traditional education? Do the three instructional strategies differ in terms of knowledge retention, learning satisfaction, learning experience, and perceived cognitive load? Researchers will compare Pecha Kucha-based education, concept map-based education, and traditional education to see which instructional strategy is more effective in improving students' knowledge, supporting knowledge retention, and providing a positive learning experience.\n\nParticipants will:\n\nComplete a pre-test before the education. Receive one of three educational interventions on peritoneal dialysis catheter care: Pecha Kucha-based education, concept map-based education, or traditional education.\n\nComplete a post-test after the education. Complete forms evaluating learning satisfaction, learning experience, and perceived cognitive load.\n\nComplete a follow-up knowledge test to assess knowledge retention.",[31,170,171,172],"Peritoneal Dialysis Catheter Care","Knowledge Retention","Instructional Strategies",[174,175,176,177,178],"Nursing education","Peritoneal dialysis catheter care","Pecha Kucha","Educational intervention","Concept map","2026-05-13",{"date":181,"type":46},"2026-05-20",{"date":183,"type":23},"2026-05-25",{"date":185,"type":23},"2026-08-30",{"name":187,"class":53},"Atlas University",{"id":189,"slug":190,"hasResults":12,"nctId":191,"briefTitle":192,"officialTitle":193,"acronym":194,"eligibilityCriteria":195,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":196,"targetDuration":4,"studyType":24,"phases":197,"briefSummary":198,"conditions":199,"keywords":200,"overallStatus":206,"whyStopped":4,"lastUpdateSubmitDate":207,"lastUpdatePostDateStruct":208,"startDateStruct":210,"completionDateStruct":212,"leadSponsor":213,"locationsCount":81},"100639623","effect-of-eras-protocol-education-on-nursing-students-knowledge-and-attitudes-100639623","NCT07588464","Effect of ERAS Protocol Education on Nursing Students' Knowledge and Attitudes","The Effect of Enhanced Recovery After Surgery (ERAS) Protocol Education on Nursing Students' Knowledge Levels and Attitudes Toward Evidence-Based Nursing","(ERAS-NS)","Inclusion Criteria:\n\n* Being a 4th-year nursing student\n* Actively attending clinical internship during the study period\n* Voluntary participation in the study after being informed\n* Willingness to complete pre-test, educational intervention, and follow-up assessments (1 week and 1 month)\n\nExclusion Criteria:\n\n* Not being a 4th-year nursing student\n* Inability to attend education or assessment sessions regularly\n* Refusal to participate in the study\n* Withdrawal from the study during the process\n* Incomplete participation in education or measurement sessions",{"count":62,"type":23},[26],"Enhanced Recovery After Surgery (ERAS) is an evidence-based approach increasingly used in surgical care to improve recovery and reduce postoperative complications. Strengthening nursing students' knowledge of ERAS principles and supporting positive attitudes toward evidence-based nursing are considered important for future professional practice.\n\nThis quasi-experimental study was designed to evaluate the effect of ERAS protocol education on nursing students' knowledge levels and attitudes toward evidence-based nursing. The study population consists of undergraduate nursing students enrolled at a university. Data are being collected using a demographic questionnaire, an ERAS knowledge assessment tool, and an evidence-based nursing attitude scale before and after the educational intervention. Statistical analyses are planned to evaluate changes in knowledge levels and attitudes following the intervention.",[31],[201,202,31,203,204,205],"ERAS","Nursing Students","Evidence-Based Nursing","Attitude","Knowledge","RECRUITING","2026-05-10",{"date":209,"type":46},"2026-05-14",{"date":211,"type":46},"2026-04-10",{"date":43,"type":23},{"name":214,"class":53},"Istanbul Arel University",{"id":216,"slug":217,"hasResults":12,"nctId":218,"briefTitle":219,"officialTitle":220,"acronym":4,"eligibilityCriteria":221,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":222,"targetDuration":4,"studyType":224,"phases":4,"briefSummary":225,"conditions":226,"keywords":4,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":230,"lastUpdatePostDateStruct":231,"startDateStruct":232,"completionDateStruct":234,"leadSponsor":236,"locationsCount":4},"100637675","oral-health-education-in-nursing-training-programs-in-germany-100637675","NCT07584616","Oral Health Education in Nursing Training Programs in Germany","Oral Health in Nursing Education: A Nationwide Survey on Teaching Content, Competencies, and Needs in Vocational Schools and Primary Qualifying Nursing Degree Programs in Germany","Inclusion Criteria:\n\n* Age ≥18 years\n* Educational leaders (e.g., school directors, curriculum coordinators, or program leads) in vocational nursing schools or primary qualifying nursing degree programs in Germany- OR\n* Nursing trainees enrolled in vocational nursing training programs in Germany, OR\n* Students enrolled in primary qualifying nursing degree programs in Germany\n* Ability to understand German\n* Provision of informed consent\n\nExclusion Criteria:\n\n* Age \\\u003C18 years\n* Not belonging to one of the defined target groups\n* Inability to understand the German language sufficiently to complete the questionnaire\n* No provision of informed consent",{"count":223,"type":23},7600,"OBSERVATIONAL","This study aims to assess the current state of oral health education in nursing training programs in Germany. Good oral health is an important component of general health, yet it is often insufficiently addressed in nursing practice and education.\n\nThis cross-sectional study uses self-developed standardized online questionnaires to collect data from educational leaders (such as school directors and program coordinators) as well as nursing trainees and students.\n\nThe survey examines how oral health topics are integrated into curricula, which content is taught, how teaching is delivered, and how learners assess their own competence and educational needs in this area.\n\nThe results of this study will provide a comprehensive overview of current practices and help identify gaps and opportunities to improve oral health education in nursing programs.",[227,31,228,229],"Oral Health Care","Health Education","Oral Health Education","2026-05-07",{"date":179,"type":46},{"date":233,"type":23},"2026-05-06",{"date":235,"type":23},"2026-09-01",{"name":237,"class":53},"University Medical Center Goettingen",{"id":239,"slug":240,"hasResults":12,"nctId":241,"briefTitle":242,"officialTitle":243,"acronym":4,"eligibilityCriteria":244,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":245,"targetDuration":4,"studyType":24,"phases":246,"briefSummary":247,"conditions":248,"keywords":4,"overallStatus":206,"whyStopped":4,"lastUpdateSubmitDate":251,"lastUpdatePostDateStruct":252,"startDateStruct":253,"completionDateStruct":255,"leadSponsor":256,"locationsCount":81},"100636179","ai-supported-flipped-learning-in-breast-self-examination-training-100636179","NCT07562321","AI-SUPPORTED FLIPPED LEARNING IN BREAST SELF-EXAMINATION TRAINING","IMPACT OF AN AI-SUPPORTED FLIPPED LEARNING MODEL ON NURSING STUDENTS' BREAST SELF-EXAMINATION KNOWLEDGE AND PERFORMANCE: A RANDOMIZED CONTROLLED TRIAL","Inclusion Criteria:\n\n* Being a second-year student in a nursing undergraduate program\n* Not having previously received breast examination training\n* Having signed the voluntary consent form\n\nExclusion Criteria:\n\n* Having any health problem that would prevent continuing to work\n* Requesting to withdraw from work voluntarily",{"count":62,"type":23},[26],"The global increase in cancer cases has made breast cancer the second most common cancer after lung cancer and a primary health problem among women. Early diagnosis is the most critical factor in improving survival rates and quality of life in breast cancer. Breast self-examination (BSE), which enables individuals to notice changes in their own breast tissue during the early diagnosis process, is a low-cost and effective awareness method. It is essential that nurses, who play a key role in raising public awareness on this issue, and nursing students, who are the future healthcare professionals, have sufficient knowledge and practical skills in BSE. However, the literature shows that even if students have theoretical knowledge, their application rates are low. In this context, the \"AI-Supported Flipped Learning\" model, which goes beyond traditional methods and supports active learning, personalized feedback, and digital literacy, has the potential to be an innovative solution in nursing education. Objective: This study aims to evaluate the effect of AI-supported flipped learning model and traditional education on the knowledge levels and performance skills of nursing students regarding BSE knowledge and skills.",[249,31,250],"Artifical Intelligence","Breast Self-Examination","2026-04-30",{"date":233,"type":46},{"date":254,"type":46},"2026-03-20",{"date":207,"type":23},{"name":257,"class":53},"Baskent University",{"id":259,"slug":260,"hasResults":12,"nctId":261,"briefTitle":262,"officialTitle":263,"acronym":4,"eligibilityCriteria":264,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":265,"targetDuration":4,"studyType":24,"phases":267,"briefSummary":268,"conditions":269,"keywords":4,"overallStatus":206,"whyStopped":4,"lastUpdateSubmitDate":273,"lastUpdatePostDateStruct":274,"startDateStruct":275,"completionDateStruct":276,"leadSponsor":277,"locationsCount":81},"100623334","the-effect-of-gamified-metaverse-based-training-on-nursing-students-self-efficacy-and-metaverse-perception-regarding-pressure-injury-management-100623334","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.",{"count":266,"type":23},60,[26],"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.",[270,31,271,272],"Pressure Ulcers, Bedsores, Decubitus Ulcer","Gamification","Self-Efficacy","2026-04-25",{"date":251,"type":46},{"date":251,"type":23},{"date":43,"type":23},{"name":257,"class":53},{"id":279,"slug":280,"hasResults":12,"nctId":281,"briefTitle":282,"officialTitle":283,"acronym":4,"eligibilityCriteria":284,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":285,"targetDuration":4,"studyType":24,"phases":286,"briefSummary":287,"conditions":288,"keywords":4,"overallStatus":206,"whyStopped":4,"lastUpdateSubmitDate":273,"lastUpdatePostDateStruct":291,"startDateStruct":292,"completionDateStruct":293,"leadSponsor":294,"locationsCount":81},"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":266,"type":23},[26],"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.",[271,31,289,290],"Patient Safety","Mixed Method Implementation Study",{"date":251,"type":46},{"date":251,"type":23},{"date":43,"type":23},{"name":257,"class":53},{"id":296,"slug":297,"hasResults":12,"nctId":298,"briefTitle":299,"officialTitle":300,"acronym":4,"eligibilityCriteria":301,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":302,"targetDuration":4,"studyType":24,"phases":304,"briefSummary":305,"conditions":306,"keywords":309,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":313,"lastUpdatePostDateStruct":314,"startDateStruct":316,"completionDateStruct":317,"leadSponsor":319,"locationsCount":81},"100635413","chatgpt-driven-blended-teaching-for-pain-management-in-nursing-students-a-randomized-controlled-trial-100635413","NCT07552363","ChatGPT-Driven Blended Teaching for Pain Management in Nursing Students: A Randomized Controlled Trial","Effect of a ChatGPT-Driven Blended Teaching Model for Pain Management on Knowledge, Attitudes, Competence, and Self-Efficacy Among Nursing Students: A Two-Arm Parallel-Group Randomized Controlled Trial","Inclusion Criteria:\n\n1. Undergraduate nursing students in their fourth semester or higher, or master's or doctoral nursing students engaged in clinical training involving direct patient care\n2. Provision of electronic informed consent\n3. Access to the internet and a personal device (computer, tablet, or smartphone) for the asynchronous components of the blended teaching model\n4. No participation in a formal comprehensive pain management course within the previous 12 months\n\nExclusion Criteria:\n\n1. Inability to attend at least one face-to-face session or to complete online activities (e.g., due to repeated absences)\n2. Any self-reported or university-documented cognitive or mental health condition that prevented completion of questionnaires or participation in training\n3. Voluntary withdrawal at any stage of the study",{"count":303,"type":23},156,[26],"Pain management is a core competency in nursing practice, yet nursing students consistently demonstrate insufficient knowledge, unfavorable attitudes, limited competence, and low self-efficacy in this area. Artificial intelligence (AI)-based educational tools, particularly ChatGPT, have emerged as promising resources in nursing education; however, rigorous experimental evidence on their effectiveness remains scarce.\n\nThis study is a two-arm, parallel-group randomized controlled trial (RCT) that aims to evaluate the effect of a ChatGPT-driven blended teaching model for pain management on nursing students' knowledge and attitudes toward pain, nursing competence, and learning self-efficacy.\n\nEligible nursing students at Shahid Beheshti University of Medical Sciences (Tehran, Iran) will be randomly assigned in a 1:1 ratio to either:\n\n* Intervention group: ChatGPT-assisted blended clinical nursing rounds (8 sessions over 4 weeks, each 90 minutes, combining bedside rounds with AI-assisted pre- and post-round activities)\n* Control group: Traditional clinical nursing rounds (same number and duration of sessions, without any AI tools)\n\nOutcomes will be measured at baseline (1 week before intervention), immediate post-test (1 week after intervention), and 3-month follow-up using validated instruments: the Nurses' Knowledge and Attitudes Survey Regarding Pain (NKASRP), the Nursing Student Competence Scale (NSCS), and the Nursing Students' Learning Self-Efficacy instrument (NLSE).\n\nFindings will provide empirical evidence to guide educational policy and curriculum design in nursing programs, with the goal of improving pain management education and patient care outcomes.",[307,31,308],"Pain Management","Knowledge, Attitudes, Practice",[310,148,311,307,202,66,312],"ChatGPT","Blended Learning","Randomized Controlled Trial","2026-04-20",{"date":315,"type":46},"2026-04-27",{"date":235,"type":23},{"date":318,"type":23},"2027-01-01",{"name":320,"class":53},"Shahid Beheshti University of Medical Sciences",{"id":322,"slug":323,"hasResults":12,"nctId":324,"briefTitle":325,"officialTitle":326,"acronym":327,"eligibilityCriteria":328,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":115,"enrollmentInfo":329,"targetDuration":4,"studyType":24,"phases":331,"briefSummary":332,"conditions":333,"keywords":337,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":341,"lastUpdatePostDateStruct":342,"startDateStruct":344,"completionDateStruct":346,"leadSponsor":347,"locationsCount":81},"100633071","child-abuse-and-neglect-awareness-training-in-nursing-students-100633071","NCT07521917","Child Abuse and Neglect Awareness Training in Nursing Students","Effect of Child Abuse and Neglect Awareness Training on Nursing Students: A Randomized Controlled Trial","CANAT","Inclusion Criteria:\n\n* Being an undergraduate nursing student\n* Being able to read and understand Turkish\n* Willingness to participate in the study\n* Providing written informed consent\n\nExclusion Criteria:\n\n* Not completing the training program\n* Not completing the pre-test or post-test\n* Withdrawing from the study at any stage",{"count":330,"type":23},120,[26],"This randomized controlled study aims to evaluate the effect of a child abuse and neglect awareness training program on the knowledge and awareness levels of nursing students. Child abuse and neglect remain significant global public health issues, and healthcare professionals, particularly nurses, play a key role in early recognition and intervention.\n\nThe study will be conducted among undergraduate nursing students at a university in Istanbul, Turkey. Participants will be randomly assigned to either an experimental group or a control group. Both groups will complete a pre-test to assess baseline knowledge levels. The experimental group will receive a structured training program on child abuse and neglect delivered by an expert nurse working at a Child Advocacy Center under the Ministry of Health, while the control group will not receive any intervention during the study period.\n\nOne month after the intervention, both groups will complete a post-test to assess changes in knowledge and awareness levels. The primary outcome of the study is the difference in awareness test scores between the pre-test and post-test. The findings are expected to contribute to improving educational strategies and enhancing the competencies of future nurses in recognizing and managing child abuse and neglect cases.",[334,335,336,31],"Child Abuse","Child Neglect","Awareness",[72,338,339,340],"Child abuse","Child neglect","Awareness training","2026-04-11",{"date":343,"type":46},"2026-04-15",{"date":345,"type":23},"2026-04-01",{"date":43,"type":23},{"name":214,"class":53},{"id":349,"slug":350,"hasResults":12,"nctId":351,"briefTitle":352,"officialTitle":353,"acronym":354,"eligibilityCriteria":355,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":356,"targetDuration":4,"studyType":24,"phases":358,"briefSummary":359,"conditions":360,"keywords":363,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":345,"lastUpdatePostDateStruct":367,"startDateStruct":369,"completionDateStruct":371,"leadSponsor":373,"locationsCount":81},"100632350","building-sustainability-competencies-in-future-nurses-100632350","NCT07512544","Building Sustainability Competencies in Future Nurses","Developing Sustainability Competencies in Nursing Students: A Randomized Controlled Study","SUST-COMP","Inclusion Criteria:\n\n* Being a nursing student currently enrolled in the \"HEM304 Nursing Management\" course.\n* Volunteering to participate in the research and providing informed consent.\n\nExclusion Criteria:\n\n* Having participated in a similar sustainability training program previously.\n* Being on medical or academic leave during the study period.\n* Withdrawing from the study voluntarily at any stage.",{"count":357,"type":23},107,[26],"Global warming and social justice issues are increasing the complexity of global healthcare delivery. Health systems significantly contribute to environmental harm through carbon emissions, medical waste, and resource overuse. Nurses, as the largest group in healthcare, face workplace hazards and environmental challenges, highlighting the need for institutions to promote sustainable practices and workplace safety. The United Nations' Sustainable Development Goals (SDGs) emphasize integrated social, economic, and environmental sustainability, with health and universal health coverage as key themes. The International Council of Nurses (ICN) underscores nurses' vital role in achieving these goals by linking nursing care to public health, sustainability, climate action, and education. Developing sustainability competencies in nursing education requires practical training in environmentally responsible behaviors within healthcare settings, beyond theoretical knowledge.",[361,362,31],"Sustainability","Competencies",[364,365,366],"sustainability","competencies","nursing student",{"date":368,"type":46},"2026-04-06",{"date":370,"type":23},"2026-05-01",{"date":372,"type":23},"2026-12-30",{"name":374,"class":53},"Çankırı Karatekin University",{"id":376,"slug":377,"hasResults":12,"nctId":378,"briefTitle":379,"officialTitle":380,"acronym":381,"eligibilityCriteria":382,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":383,"enrollmentInfo":384,"targetDuration":4,"studyType":24,"phases":386,"briefSummary":387,"conditions":388,"keywords":391,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":394,"lastUpdatePostDateStruct":395,"startDateStruct":397,"completionDateStruct":398,"leadSponsor":399,"locationsCount":81},"100632133","moulage-technique-in-child-abuse-recognition-100632133","NCT07509723","Moulage Technique in Child Abuse Recognition","The Role of Moulage Technique in Identifying Physical Abuse in Children: A Randomized Controlled Study With Nursing Students","Moulage","Inclusion Criteria:\n\n* Agreeing to participate in the study voluntarily\n* Having completed the Child Health and Diseases course\n\nExclusion Criteria:\n\n* Having received any education or training related to child abuse and neglect other than the Child Health and Diseases course","25 Years",{"count":385,"type":23},70,[26],"Early recognition of physical abuse in children is essential for ensuring child safety and preventing further harm. However, distinguishing abuse-related injuries from accidental findings can be challenging, especially for nursing students who have limited clinical experience. Simulation-based educational methods may provide safe and effective environments for developing these skills.\n\nThis study aims to evaluate the effectiveness of moulage-based simulation training in improving nursing students' ability to recognize signs of physical abuse in children. The study will use a randomized controlled design in which students will be assigned to either a moulage-based simulation group or a control group receiving standard theoretical education.\n\nAfter a lecture on child physical abuse within the Child Health and Pediatric Nursing course, students will participate in laboratory practice sessions. The intervention group will assess a pediatric mannequin prepared with simulated abuse findings using moulage techniques. Students' knowledge and recognition of physical abuse indicators will be evaluated before and after the intervention.\n\nThe study seeks to determine whether moulage-based education improves nursing students' recognition of physical abuse findings and supports the development of clinical assessment skills.",[31,389,390],"Simulation of Physical Illness","Child Physical Abuse, Suspected, Sequela",[392,393,174],"Child Physical Abuse","Moulage Technique","2026-03-31",{"date":396,"type":46},"2026-04-03",{"date":211,"type":23},{"date":43,"type":23},{"name":187,"class":53},{"id":401,"slug":402,"hasResults":12,"nctId":403,"briefTitle":404,"officialTitle":405,"acronym":406,"eligibilityCriteria":407,"healthyVolunteers":12,"sex":18,"minAge":408,"maxAge":4,"enrollmentInfo":409,"targetDuration":4,"studyType":24,"phases":411,"briefSummary":412,"conditions":413,"keywords":416,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":418,"lastUpdatePostDateStruct":419,"startDateStruct":421,"completionDateStruct":423,"leadSponsor":425,"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":410,"type":23},72,[26],"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.",[414,271,31,415],"Stoma Care Education in Nursing Students","Ostomy - Ileostomy or Colostomy",[40,34,417],"stoma care","2026-03-24",{"date":420,"type":46},"2026-03-30",{"date":422,"type":23},"2026-03-27",{"date":424,"type":23},"2026-04-24",{"name":426,"class":53},"Gazi University",{"id":428,"slug":429,"hasResults":12,"nctId":430,"briefTitle":431,"officialTitle":431,"acronym":4,"eligibilityCriteria":432,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":433,"targetDuration":4,"studyType":24,"phases":434,"briefSummary":435,"conditions":436,"keywords":438,"overallStatus":206,"whyStopped":4,"lastUpdateSubmitDate":444,"lastUpdatePostDateStruct":445,"startDateStruct":447,"completionDateStruct":449,"leadSponsor":451,"locationsCount":81},"100615905","the-effect-of-benners-jigsaw-teaching-technique-based-on-the-novice-to-expert-model-and-scenario-based-peripheral-intravenous-catheterization-instruction-on-skill-acquisition-of-nursing-students-an-experimental-study-100615905","NCT07298681","The Effect of Benner's Jigsaw Teaching Technique Based on the Novice to Expert Model and Scenario-Based Peripheral Intravenous Catheterization Instruction on Skill Acquisition of Nursing Students: An Experimental Study.","Inclusion Criteria:\n\n* Volunteering to participate in research\n* To be a first-year Nursing student\n* To be taking the Nursing Fundamentals-II course for the first time\n* To be a smart phone or computerVolunteering to participate in resrs a day\n\nExclusion Criteria:\n\n* Being a foreign national (due to the risk of having language problems)\n* To have received high school and associate degree education in the field of Public health",{"count":62,"type":23},[26],"This randomized controlled experimental study aims to evaluate the effectiveness of a training program based on the Jigsaw teaching technique and scenario-based learning in improving the peripheral intravenous catheterization skill levels of first-year nursing students. Participants will be randomly assigned to either the intervention group, receiving Jigsaw-based collaborative learning combined with clinical scenarios, or the control group receiving traditional skills training. The primary outcome is the improvement in students' clinical skill performance as measured by a standardized skill assessment checklist. The study seeks to determine whether innovative, active learning methods can enhance fundamental nursing skills training",[31,437],"Clinical Skills Training",[439,440,441,442,443],"jigsaw","scenario-based training","skills training","nurse","intravenous catheter","2026-03-17",{"date":446,"type":46},"2026-03-19",{"date":448,"type":46},"2026-02-24",{"date":450,"type":23},"2027-06-30",{"name":452,"class":53},"Cumhuriyet University",{"id":454,"slug":455,"hasResults":12,"nctId":456,"briefTitle":457,"officialTitle":458,"acronym":459,"eligibilityCriteria":460,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":461,"targetDuration":4,"studyType":24,"phases":463,"briefSummary":464,"conditions":465,"keywords":466,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":473,"lastUpdatePostDateStruct":474,"startDateStruct":475,"completionDateStruct":477,"leadSponsor":478,"locationsCount":4},"100627099","team-based-learning-integrated-into-clinical-simulation-in-nursing-students-100627099","NCT07444229","Team-Based Learning Integrated Into Clinical Simulation in Nursing Students","Effectiveness of Team-Based Learning Integrated Into Clinical Simulation in Nursing Education: A Randomized Controlled Trial (TBLab)","TBLab","Inclusion Criteria:\n\n* Enrollment in the third year of the Bachelor of Nursing program at the University of Pisa.\n* Participation in scheduled clinical simulation activities as part of the undergraduate nursing curriculum.\n* Provision of written informed consent to participate in the study\n\nExclusion Criteria:\n\n* None",{"count":462,"type":23},150,[26],"This study aims to evaluate whether integrating Team-Based Learning (TBL) into clinical simulation improves learning outcomes in undergraduate nursing students compared with traditional simulation alone.\n\nTeam-Based Learning (TBL) is an educational approach that actively involves students in small groups through individual preparation, teamwork, and application of knowledge to real-world problems. Clinical simulation is already widely used in nursing education to help students practice technical and non-technical skills in a safe environment. Combining these two approaches may enhance learning, but evidence is still limited.\n\nIn this randomized controlled trial, third-year nursing students enrolled in the Bachelor of Nursing program at the University of Pisa will be randomly assigned to one of two groups. One group will receive a Team-Based Learning session before participating in a clinical simulation, while the control group will take part in standard simulation activities without TBL.\n\nThe study will assess students' knowledge, technical skills, and teamwork competencies immediately after the educational activities and again at three and six months to evaluate retention of learning outcomes. Participation is voluntary and does not involve additional risks beyond standard educational activities.",[31],[174,467,468,469,177,470,69,471,472],"Team-Based Learning","Clinical simulation","Undergraduate nursing students","Randomized controlled trial","Active learning","Teamwork skills","2026-03-14",{"date":444,"type":46},{"date":476,"type":23},"2026-03-01",{"date":43,"type":23},{"name":479,"class":53},"University of Pisa",{"id":481,"slug":482,"hasResults":12,"nctId":483,"briefTitle":484,"officialTitle":484,"acronym":4,"eligibilityCriteria":485,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":486,"targetDuration":4,"studyType":24,"phases":487,"briefSummary":488,"conditions":489,"keywords":491,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":497,"lastUpdatePostDateStruct":498,"startDateStruct":500,"completionDateStruct":501,"leadSponsor":502,"locationsCount":4},"100628464","evaluation-of-the-effects-of-traditional-and-e-learning-methods-in-cancer-pain-care-education-on-learning-outcomes-and-institutional-costs-100628464","NCT07461974","Evaluation of the Effects of Traditional and E-Learning Methods in Cancer Pain Care Education on Learning Outcomes and Institutional Costs","Inclusion Criteria:\n\n* Students who have access to the internet and a computer\u002Fmobile phone,\n* Students who have successfully completed the Fundamentals of Nursing course,\n* Students who are taking the Internal Medicine Nursing course for the first time,\n* Students who voluntarily agree to participate in the study.\n\nExclusion Criteria:\n\n* Students who are repeating the Internal Medicine Nursing course,\n* Students who have taken the Palliative Care and Nursing or Oncology Nursing courses,\n* Students who have been diagnosed with cancer themselves or have a relative diagnosed with cancer,\n* Students who were admitted to the nursing department through the Vertical Transfer Exam (DGS) after graduating from an associate degree program in a health-related field,\n* Students who graduated from a Vocational Health High School,\n* Students who were admitted through the International Student Examination.",{"count":91,"type":23},[26],"Cancer pain is a significant clinical problem that directly affects patients' quality of life and requires nurses to be equipped with adequate knowledge and skills to provide effective care. The current shift in knowledge and skill acquisition from traditional teaching methods toward e-learning-based approaches has increased the importance of comparing the effects of these educational methods on learning outcomes in cancer pain management education.\n\nWithin this context, the course content on cancer pain management will be developed using both traditional and e-learning methods based on the ADDIE instructional design model. The effects of these two methods on students' learning outcomes and institutional teaching costs will be evaluated. Thus, this study aims to contribute to identifying effective and cost-efficient teaching strategies in nursing education.",[490,202,31],"Cancer Pain",[492,493,494,495,496],"Nursing","Traditional Learning Methods","E-Learning Methods","Education","Cost","2026-03-09",{"date":499,"type":46},"2026-03-10",{"date":153,"type":23},{"date":156,"type":23},{"name":503,"class":53},"Bilecik Seyh Edebali Universitesi",{"id":505,"slug":506,"hasResults":12,"nctId":507,"briefTitle":508,"officialTitle":509,"acronym":4,"eligibilityCriteria":510,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":511,"targetDuration":4,"studyType":24,"phases":513,"briefSummary":514,"conditions":515,"keywords":4,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":518,"lastUpdatePostDateStruct":519,"startDateStruct":521,"completionDateStruct":522,"leadSponsor":524,"locationsCount":4},"100628669","objectve-structured-clncal-examnaton-stress-for-intravenous-perpheral-catheterzaton-100628669","NCT07464652","Objectıve Structured Clınıcal Examınatıon Stress For Intravenous Perıpheral Catheterızatıon","Investıgatıon Of The Effect Of Intravenous Peripheral Catheterızatıon Objectıve Structured Clınıcal Examınatıon Applıcatıon On The Stress And Skıll Levels Of Nursıng Students","Inclusion Criteria:\n\n* The students are enrolled in the Fundamentals of Nursing II course for the first time, will be experiencing OSCE for the first time, and have volunteered to participate in the research.\n\nExclusion Criteria:\n\n* The reasons for the students' disqualification include their graduation from a vocational health high school or their studies in a health-related field, their lack of prior experience in basic nursing skills, their failure to participate in laboratory work conducted as part of the course, and their incomplete completion of tests.",{"count":512,"type":23},52,[26],"In this planned study, the stress levels of nursing students regarding intravenous access during the OSCE (Objective Structured Clinical Examination) will be measured using self-report questionnaires and smartwatches. Stress levels will be compared with those of another student group who did not undergo the OSCE assessment but performed intravenous access procedures.",[516,517,31],"OSCE (Objective Structured Clinical Examination)","Stress","2026-03-06",{"date":520,"type":46},"2026-03-11",{"date":181,"type":23},{"date":523,"type":23},"2026-12-20",{"name":525,"class":53},"Cukurova University",{"id":527,"slug":528,"hasResults":12,"nctId":529,"briefTitle":530,"officialTitle":531,"acronym":4,"eligibilityCriteria":532,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":533,"targetDuration":4,"studyType":24,"phases":534,"briefSummary":535,"conditions":536,"keywords":540,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":543,"lastUpdatePostDateStruct":544,"startDateStruct":546,"completionDateStruct":548,"leadSponsor":550,"locationsCount":4},"100625803","effect-of-podcast-based-education-on-preoperative-nursing-competency-and-evidence-based-knowledge-in-nursing-students-100625803","NCT07427381","Effect of Podcast-Based Education on Preoperative Nursing Competency and Evidence-Based Knowledge in Nursing Students","The Use of Podcasts in Nursing Education: Evaluating the Acquisition of Competency and Evidence-Based Knowledge in Preoperative Preparation","Inclusion Criteria:\n\n* Age 18 years or older\n* Undergraduate nursing student enrolled in the course (second-year nursing students in the Faculty of Nursing)\n* Willing to participate and provides written and verbal informed consent\n\nExclusion Criteria:\n\n* Does not agree to participate or declines consent\n* Withdraws from the study at any time after enrollment",{"count":62,"type":23},[26],"This study aims to evaluate the effectiveness of podcast-based education on nursing students' competency in preoperative patient care and their knowledge of evidence-based nursing practices. Preoperative care is a critical component of perioperative nursing and plays a key role in patient safety and surgical outcomes. Improving students' competency in this area is essential for maintaining quality care.\n\nIn this quasi-experimental controlled study, undergraduate nursing students will be randomly assigned to either a control group receiving standard classroom education or an intervention group receiving standard education supplemented with structured podcast materials focusing on preoperative patient preparation and assessment. Outcomes will be measured using validated competency and knowledge assessment tools administered before and four weeks after the educational intervention.\n\nThe study is designed as a minimal-risk educational intervention and seeks to determine whether podcast-based learning can enhance competency and evidence-based knowledge in nursing education.",[537,31,538,539],"Preoperative Care","Podcast","Evidence Based Nursing",[541,538,542],"Preoperative education","Nursing student","2026-02-20",{"date":545,"type":46},"2026-02-23",{"date":547,"type":23},"2026-02-28",{"date":549,"type":23},"2026-04-28",{"name":551,"class":53},"Gamze BULUT",{"id":553,"slug":554,"hasResults":12,"nctId":555,"briefTitle":556,"officialTitle":557,"acronym":558,"eligibilityCriteria":559,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":560,"targetDuration":4,"studyType":24,"phases":562,"briefSummary":563,"conditions":564,"keywords":566,"overallStatus":206,"whyStopped":4,"lastUpdateSubmitDate":571,"lastUpdatePostDateStruct":572,"startDateStruct":573,"completionDateStruct":575,"leadSponsor":577,"locationsCount":81},"100625520","effectiveness-of-digital-game-based-learning-in-teaching-surgical-site-infection-prevention-to-nursing-students-100625520","NCT07423702","Effectiveness of Digital Game-Based Learning in Teaching Surgical Site Infection Prevention to Nursing Students","Effectiveness of Digital Game-Based Learning for Teaching Surgical Site Infection Prevention Interventions: A Mixed-Methods Randomized Controlled Trial","PreSSI-DGBL","Inclusion Criteria:\n\n* Undergraduate nursing students Students who voluntarily agree to participate and provide written informed consent Students who have not previously received formal education on surgical site infection prevention Students who are able to participate in the digital game-based learning intervention and outcome assessments\n\nExclusion Criteria:\n\n* Students who have previously received advanced or certified training on surgical site infection prevention Students who fail to complete any of the assessment time points (pre-test, post-test, or retention test) Students who do not complete the digital game-based learning intervention",{"count":561,"type":23},88,[26],"This study aims to evaluate the effectiveness of digital game-based learning in teaching evidence-based surgical site infection prevention interventions to second-year nursing students. Using a mixed-methods randomized controlled design, students will be assigned to either a digital game-based learning group or a traditional theoretical education group.\n\nQuantitative outcomes will assess changes in students' knowledge levels and cognitive load across three measurement points (baseline, 4-week post-intervention, and 8-week follow-up). In addition, qualitative data will be collected through semi-structured interviews with students in the intervention group to explore their learning experiences and perceptions of the digital learning approach.\n\nThe findings of this study are expected to contribute to evidence-based educational strategies in nursing education, particularly in the teaching of surgical site infection prevention.",[565,31],"Surgical Site Infection Prevention",[567,568,202,569,570],"Digital Game-Based Learning","Surgical Site Infection","Educational Intervention","Infection Prevention","2026-02-19",{"date":545,"type":46},{"date":574,"type":46},"2026-02-16",{"date":576,"type":23},"2026-05",{"name":578,"class":53},"hatice akaltun",{"id":580,"slug":581,"hasResults":12,"nctId":582,"briefTitle":583,"officialTitle":584,"acronym":585,"eligibilityCriteria":586,"healthyVolunteers":12,"sex":18,"minAge":408,"maxAge":4,"enrollmentInfo":587,"targetDuration":4,"studyType":24,"phases":589,"briefSummary":590,"conditions":591,"keywords":593,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":596,"lastUpdatePostDateStruct":597,"startDateStruct":598,"completionDateStruct":599,"leadSponsor":600,"locationsCount":4},"100625634","effect-of-word-search-and-case-based-puzzle-use-in-stoma-care-education-of-nursing-students-100625634","NCT07425184","Effect of Word Search and Case-Based Puzzle Use in Stoma Care Education of Nursing Students","The Effect of Using Word Searches and Case-Based Puzzles in Stoma Care Education for Nursing Students","PUZZLE-STOMA","Inclusion Criteria:\n\n* Nursing students enrolled in the Surgical Nursing course for the first time,\n* Students who voluntarily agree to participate in the study.\n\nExclusion Criteria:\n\n* Students who have previously received stoma care training through another educational platform,\n* Students who provide incomplete responses to data collection forms,\n* Students who do not attend the theoretical course sessions,\n* Students who do not participate in any stage of the knowledge assessment,\n* Students who do not complete puzzle and word search activities included in the intervention.",{"count":588,"type":23},87,[26],"Objective: This study aims to determine the effect of using word search and case-based puzzles in stoma care education on nursing students' knowledge levels. Given that traditional teaching methods may have limited effectiveness in helping students acquire knowledge and skills, the study aims to demonstrate the contribution of integrating active learning and gamification-based approaches into education.\n\nDesign: The study is planned as a randomized controlled experimental design and will use a pre-test-post-test measurement approach.\n\nMethod: The study will be conducted with second-year students from the Nursing Department at Gazi University. 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). In the study, students will be randomly assigned to the experimental and control groups. The experimental group will receive training that includes word search and case-based puzzles during the stoma care training process, while the control group will receive training using traditional teaching methods. Students' knowledge levels will be assessed with measurements applied before and after the training, and student opinions regarding the training method will also be analyzed. The \"Stoma Care Knowledge Level Assessment Test\" will be used to evaluate knowledge levels, and the \"Student Opinions on the Use of Puzzles and Word Searches in Stoma Education\" form will be used to determine student opinions.\n\nHypothesis: The null hypothesis (H0) of the study states that the use of word search and case-based puzzles in stoma care education has no effect on students' knowledge level; the alternative hypothesis (H1) states that this educational method significantly affects students' knowledge level.",[592,31,414],"Ostomy",[31,594,417,595],"Case-Based Learning","Puzzle-Based Learning","2026-02-13",{"date":543,"type":46},{"date":574,"type":23},{"date":446,"type":23},{"name":426,"class":53},{"id":602,"slug":603,"hasResults":12,"nctId":604,"briefTitle":605,"officialTitle":606,"acronym":4,"eligibilityCriteria":607,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":608,"targetDuration":4,"studyType":24,"phases":610,"briefSummary":611,"conditions":612,"keywords":4,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":614,"lastUpdatePostDateStruct":615,"startDateStruct":616,"completionDateStruct":617,"leadSponsor":618,"locationsCount":4},"100624350","impact-of-ai-based-research-training-on-nursing-students-100624350","NCT07408492","Impact of AI-Based Research Training on Nursing Students","The Impact of Artificial Intelligence-Powered Research Training Course on Nursing Students' Research Literacy, Attitude, and Readiness to Use Artificial Intelligence","Inclusion Criteria:\n\n1. Enrolled in a nursing program (bachelor's, master's, or doctoral level) at one of the participating universities during the study term.\n2. Completion of at least one course in research methodology in their program curriculum.\n3. Willingness to participate and to provide written informed consent.\n\nExclusion Criteria:\n\n1. Prior completion of advanced courses specifically on research-oriented AI or formal AI certification programs.\n2. Inability to attend the scheduled intervention sessions or to access the online learning platform.\n3. Not complete the study questionnaires at all required time points\n4. Withdrawal of consent or failure to complete baseline assessments.",{"count":609,"type":23},104,[26],"The goal of this clinical trial is to find out whether an artificial intelligence (AI)-powered research training course can improve nursing students' research skills, attitudes toward artificial intelligence, and readiness to use AI in research and education.\n\nThe main questions this study aims to answer are:\n\nDoes AI-powered research training improve nursing students' understanding of research methods?\n\nDoes this training improve nursing students' attitudes toward artificial intelligence?\n\nDoes the course increase nursing students' readiness and confidence to use artificial intelligence in research-related activities?\n\nResearchers will compare nursing students who take an AI-powered research training course with students who receive usual education without AI-based training.\n\nParticipants will:\n\nBe randomly assigned to either the AI-powered research training group or the usual education group\n\nComplete online questionnaires about research skills, attitudes toward artificial intelligence, and readiness to use AI\n\nAttend assessments at three time points: before the course, immediately after the course, and three months later\n\nThe AI-powered research training course includes structured sessions on research methods and the responsible use of artificial intelligence tools for literature review, research design, data analysis support, and academic writing. The results of this study may help improve research education and support the safe and effective use of artificial intelligence in nursing education and research.",[613,31,149],"Research Awareness","2026-02-11",{"date":596,"type":46},{"date":476,"type":23},{"date":100,"type":23},{"name":320,"class":53},{"id":620,"slug":621,"hasResults":12,"nctId":622,"briefTitle":623,"officialTitle":624,"acronym":625,"eligibilityCriteria":626,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":627,"targetDuration":4,"studyType":24,"phases":628,"briefSummary":629,"conditions":630,"keywords":633,"overallStatus":42,"whyStopped":4,"lastUpdateSubmitDate":634,"lastUpdatePostDateStruct":635,"startDateStruct":637,"completionDateStruct":639,"leadSponsor":640,"locationsCount":4},"100623405","gamified-metaverse-education-for-ventrogluteal-im-injection-g-meta-im-100623405","NCT07396207","Gamified Metaverse Education for Ventrogluteal IM Injection (G-META-IM)","The Effect of a Gamified Metaverse-Based Education on Nursing Students' Knowledge and Attitudes Toward Ventrogluteal Intramuscular Injection","G-META-IM","Inclusion Criteria:\n\n* Being enrolled as a first-year nursing student during the 2025-2026 academic year\n* Having no prior formal education or training specifically focused on ventrogluteal intramuscular injection\n* Willingness to participate in the study\n* Providing written informed consent\n\nExclusion Criteria:\n\n* Previous participation in a structured training or simulation program related to ventrogluteal intramuscular injection\n* Incomplete participation in the educational intervention or data collection process\n* Declining or withdrawing informed consent at any stage of the study",{"count":266,"type":23},[26],"This study aims to examine the effect of a gamified, metaverse-based education program on nursing students' knowledge and attitudes regarding ventrogluteal intramuscular injection. Intramuscular injection is a commonly used nursing skill that requires accurate anatomical knowledge and correct technique to ensure patient safety. The ventrogluteal site is considered a safe injection site; however, nursing students often report limited knowledge and confidence in its use.\n\nIn this study, nursing students will be assigned to either an intervention group or a control group. The intervention group will receive a gamified metaverse-based educational program designed to teach ventrogluteal site identification using the V method and the correct steps of intramuscular injection. The control group will receive traditional education using standard teaching methods.\n\nData will be collected before and after the educational intervention using a knowledge test and a learning attitude scale. The results of this study are expected to provide evidence on the effectiveness of metaverse-based and gamified education approaches in nursing education and to support the development of safe and innovative learning environments for nursing students.",[31,631,632],"Intramuscular Injection","Metaverse",[632,631,174],"2026-02-01",{"date":636,"type":46},"2026-02-09",{"date":638,"type":23},"2026-03",{"date":129,"type":23},{"name":641,"class":53},"Suleyman Demirel University"]