[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"nursing-students\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:nursing-students":28},{"pageToken":4,"total":5,"offset":6,"count":7,"results":8},null,33,0,25,[9,46,75,106,125,148,173,199,228,254,279,316,345,367,391,418,445,470,493,519,542,566,590,616,641],{"id":10,"slug":11,"hasResults":12,"nctId":13,"briefTitle":14,"officialTitle":15,"acronym":4,"eligibilityCriteria":16,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":20,"targetDuration":4,"studyType":23,"phases":24,"briefSummary":26,"conditions":27,"keywords":32,"overallStatus":33,"whyStopped":4,"lastUpdateSubmitDate":34,"lastUpdatePostDateStruct":35,"startDateStruct":38,"completionDateStruct":40,"leadSponsor":42,"locationsCount":45},"100643565","ai-based-communication-simulation-and-human-library-narratives-100643565",false,"NCT07637461","AI-Based Communication Simulation and Human Library Narratives.","Pediatric Nursing Education Integrating AI-Based Communication Simulation and Human Library Narratives: Evaluating Effects on Students' Communication, Empathy, and Emotion Regulation","Inclusion Criteria:\n\n1. Must be 18 years of age or older\n2. Must have completed required nursing courses including Anatomy, Physical Examination and Assessment (with Laboratory), and Basic Nursing (with Internship)\n3. Must be willing to participate in the research and agree to complete the relevant questionnaire.\n\nExclusion Criteria:\n\n1. Individuals with mental illness or cognitive impairment that may affect their participation in the research or the reliability of the data",true,"ALL","18 Years",{"count":21,"type":22},40,"ESTIMATED","INTERVENTIONAL",[25],"NA","This research plan aims to establish an effectiveness assessment system for promoting clinical communication, empathy, and emotion regulation in pediatric nursing students through a combination of AI communication simulation and human library narrative.\n\nThis study sets five specific objectives:\n\n1. To develop and implement a pediatric nursing teaching model that integrates AI communication simulation and human library narrative.\n2. To evaluate the effectiveness of this teaching model in improving nursing students' clinical communication skills.\n3. To examine the effectiveness of this teaching intervention in enhancing nursing students' empathy.\n4. To explore the impact of this teaching intervention on nursing students' emotion regulation abilities.\n5. To understand students' learning experiences, feelings, changes in emotion regulation, and suggestions for improvement regarding this integrated teaching intervention.",[28,29,30,31],"Nursing Students","Emotion Regulation","Empathy","AI (Artificial Intelligence)",[28,29,30,31],"RECRUITING","2026-06-04",{"date":36,"type":37},"2026-06-09","ACTUAL",{"date":39,"type":22},"2026-08-01",{"date":41,"type":22},"2027-07-31",{"name":43,"class":44},"National Defense Medical University, Taiwan","OTHER",1,{"id":47,"slug":48,"hasResults":12,"nctId":49,"briefTitle":50,"officialTitle":51,"acronym":4,"eligibilityCriteria":52,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":53,"targetDuration":4,"studyType":23,"phases":55,"briefSummary":56,"conditions":57,"keywords":60,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":66,"lastUpdatePostDateStruct":67,"startDateStruct":69,"completionDateStruct":71,"leadSponsor":73,"locationsCount":4},"100640308","effect-of-ai-supported-case-analysis-on-nursing-students-100640308","NCT07611383","Effect of AI-Supported Case Analysis on Nursing Students","The Effect of AI-Supported Case Analysis on Nursing Students' Knowledge, Learning Satisfaction Levels, and Clinical Decision-Making Skills","Inclusion Criteria\n\n* Students who will be active second-year nursing students during the spring semester of the 2025-2026 academic year,\n* Who have previously taken the theoretical course on the nursing process,\n* Who own a smartphone with an internet connection,\n* Who have previously prepared a patient-specific care plan for an inpatient in at least one internal medicine clinic will be included in the sample.\n\nExclusion Criteria:\n\n* Students who have not taken the elective course in oncology nursing,\n* Students who have not planned care for inpatients in internal medicine clinics during their previous clinical rotations,\n* Students who do not agree to participate in the study will not be included in the research",{"count":54,"type":22},42,[25],"The aim of this study is to determine the effect of AI-supported oncology case analysis on nursing students' knowledge, level of learning satisfaction, and clinical decision-making skills. This study is planned to be conducted using a single-blind randomized controlled trial design for the quantitative research component and an interview design for the qualitative research component. The students will be divided into two groups: an intervention group (artificial intelligence) and a control group (traditional instruction).",[28,58,59],"Artificial Intelligence (AI)","Clinical Decision-Making in Nursing",[61,62,63,64],"nursing student","airtificial intelligence","nursing education","clinical decision","NOT_YET_RECRUITING","2026-05-22",{"date":68,"type":37},"2026-05-28",{"date":70,"type":22},"2026-05-25",{"date":72,"type":22},"2026-05-30",{"name":74,"class":44},"Nevsehir Haci Bektas Veli University",{"id":76,"slug":77,"hasResults":12,"nctId":78,"briefTitle":79,"officialTitle":80,"acronym":81,"eligibilityCriteria":82,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":83,"targetDuration":4,"studyType":23,"phases":85,"briefSummary":86,"conditions":87,"keywords":92,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":66,"lastUpdatePostDateStruct":97,"startDateStruct":99,"completionDateStruct":101,"leadSponsor":103,"locationsCount":45},"100638868","pecha-kucha-based-eras-education-in-cardiovascular-surgery-effects-on-nursing-students-knowledge-and-attitudes-100638868","NCT07606144","Pecha Kucha-Based ERAS Education in Cardiovascular Surgery: Effects on Nursing Students' Knowledge and Attitudes","The Effect of ERAS Education in Cardiovascular Surgery Delivered Using the Pecha Kucha Method on Nursing Students' Knowledge Level and Attitudes Toward Evidence-Based Nursing: A Randomized Controlled Trial","PK-ERAS","Inclusion Criteria:\n\n* Be willing to participate in the study\n* Be a second-year student in the undergraduate Nursing Program at Lokman Hekim University\n* Have access to the Internet\n\nExclusion Criteria:\n\n* Not willing to participate in the study\n\nBe a first-, third-, or fourth-year student in the undergraduate Nursing Program at Lokman Hekim University",{"count":84,"type":22},71,[25],"Nursing education is rapidly evolving due to changing healthcare needs and Generation Z learning preferences, which favor short, visual, and interactive methods. Innovative teaching strategies are therefore needed to improve nursing students' critical thinking, clinical decision-making, and problem-solving skills.\n\nThe Pecha Kucha (PK) method is a concise, visual presentation format consisting of 20 slides shown for 20 seconds each. It has been reported to improve attention, learning motivation, and knowledge acquisition in nursing education. However, its use in teaching Enhanced Recovery After Surgery (ERAS) protocols in cardiovascular surgery has not been previously studied.\n\nERAS protocols are evidence-based perioperative care pathways aimed at reducing surgical stress, complications, and recovery time. Nurses play a key role in implementing these protocols, including patient education, pain management, early mobilization, nutrition, and discharge planning. However, nurses' knowledge and application of ERAS remain limited.\n\nThis study aims to evaluate the effect of ERAS education delivered via the Pecha Kucha method on nursing students' knowledge and attitudes toward evidence-based nursing. The study will contribute evidence on innovative teaching strategies in nursing education.\n\nThis experimental study will include 71 second-year nursing students at Lokman Hekim University between May 15, 2026 and May 15, 2027. Data will be analyzed using appropriate parametric or non-parametric tests depending on distribution",[28,88,89,90,91],"PechaKucha Method","PechaKucha Presentation","Teaching Methods","ERAS",[93,94,88,95,96,90,91],"nursing","nursing students","PechaKucha","PechaKucha presentation",{"date":98,"type":37},"2026-05-27",{"date":100,"type":22},"2026-05-15",{"date":102,"type":22},"2027-05-15",{"name":104,"class":105},"Lokman Hekim University","OTHER_GOV",{"id":107,"slug":108,"hasResults":12,"nctId":109,"briefTitle":110,"officialTitle":111,"acronym":4,"eligibilityCriteria":112,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":113,"targetDuration":4,"studyType":23,"phases":114,"briefSummary":115,"conditions":116,"keywords":117,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":66,"lastUpdatePostDateStruct":118,"startDateStruct":120,"completionDateStruct":121,"leadSponsor":123,"locationsCount":45},"100637204","ai-supported-case-analysis-among-nursing-students-100637204","NCT07614503","AI-Supported Case Analysis Among Nursing Students","The Effect of AI-Supported Case Analysis on Nursing Students' Learning Experience, Learning Outcomes, Clinical Self-Efficacy, and Cognitive Load","Inclusion Criteria:\n\n* Students who are active fourth-year nursing students during the spring semester of the 2025-2026 academic year,\n* Have previously taken the theoretical course on the nursing process,\n* Own a cell phone with an internet connection,\n* And have previously prepared a patient-specific care plan for an inpatient in at least one internal medicine clinic will be included in the sample.\n\nExclusion Criteria:\n\n* Students who have not taken the course,\n* Students who have never participated in case-based learning sessions,\n* Students who do not agree to participate in the study will not be included in the research.",{"count":21,"type":22},[25],"The aim of this study is to determine the effect of AI-supported internal medicine nursing case analysis on students' case management performance, learning outcomes, learning experience, clinical self-efficacy, and cognitive load levels. This study will be conducted using a single-blind randomized controlled trial design for the quantitative research and an individual interview design for the qualitative research. Students will be randomly assigned to either the intervention (artificial intelligence) or control (case analysis) group.",[28,58],[61,62,63],{"date":119,"type":37},"2026-05-29",{"date":70,"type":22},{"date":122,"type":22},"2026-06-30",{"name":124,"class":44},"TC Erciyes University",{"id":126,"slug":127,"hasResults":12,"nctId":128,"briefTitle":129,"officialTitle":130,"acronym":131,"eligibilityCriteria":132,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":133,"targetDuration":4,"studyType":23,"phases":135,"briefSummary":136,"conditions":137,"keywords":4,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":140,"lastUpdatePostDateStruct":141,"startDateStruct":143,"completionDateStruct":145,"leadSponsor":146,"locationsCount":4},"100635128","mind-mapping-impact-on-critical-thinking-and-problem-solving-skills-100635128","NCT07548658","Mind Mapping: Impact on Critical Thinking and Problem-Solving Skills","Visualizing Thought Through Mind Mapping: A Randomized Controlled Trial on Critical Thinking and Problem-Solving Skills Among Nursing Students","Mind mapping","Inclusion Criteria:\n\n* Students who are enrolling in the Critical Thinking in Nursing course for the first time and\n* who volunteer to participate in the study\n\nExclusion Criteria:\n\n* Students who have previously taken the critical thinking course\n* The student's refusal to continue participating in the study or failure to complete the data collection forms.",{"count":134,"type":22},65,[25],"This randomized controlled trial aims to evaluate the effectiveness of the mind mapping method in enhancing critical thinking and problem-solving skills among nursing students. The study will be conducted with 65 nursing students enrolled in a \"Critical Thinking in Nursing\" course at Gazi University during the 2025-2026 academic year. Participants will be assigned to experimental and control groups using stratified randomization based on pre-test scores from the \"Marmara Critical Thinking Tendencies Scale\" and the \"Problem-Solving Inventory.\"\n\nThe five-week intervention focuses on five clinical case studies: infection control, medication administration, patient safety, ethical issues, and systematic approaches. While both groups receive the same theoretical content, they follow different practical methodologies:\n\nThe Control Group will engage in standard case analysis methods. The Experimental Group will work in small teams (4-5 students) to create and present visual mind maps for each case study, using either traditional or digital tools.\n\nFollowing the intervention, both groups will complete post-tests to assess changes in their critical thinking and problem-solving competencies.",[138,28,139],"Mind Mapping","Critical Thinking","2026-04-23",{"date":142,"type":37},"2026-04-29",{"date":144,"type":22},"2026-04-22",{"date":119,"type":22},{"name":147,"class":44},"Gazi University",{"id":149,"slug":150,"hasResults":12,"nctId":151,"briefTitle":152,"officialTitle":153,"acronym":154,"eligibilityCriteria":155,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":156,"targetDuration":4,"studyType":23,"phases":158,"briefSummary":159,"conditions":160,"keywords":161,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":166,"lastUpdatePostDateStruct":167,"startDateStruct":168,"completionDateStruct":170,"leadSponsor":172,"locationsCount":4},"100634832","puzzle-based-learning-on-nursing-students-parenteral-medication-knowledge-and-motivation-100634832","NCT07544810","Puzzle-Based Learning on Nursing Students' Parenteral Medication Knowledge and Motivation","The Effect of Crossword-Based Learning on Parenteral Drug Administration on Nursing Students' Knowledge Level, Self-Efficacy Perception, and Learning Motivation","→ PIM-Crosswor","Inclusion Criteria:\n\nBeing enrolled as a 2nd-year student in the Nursing Department of the Faculty of Health Sciences at Kütahya Health Sciences University.\n\n• Being registered for the \"Fundamental Principles and Practices in Nursing\" course.\n\nExclusion Criteria:\n\n* Not completing the pre-test or post-test data collection forms.\n\n  * Being on medical or academic leave during the study period.\n  * Having previously received structured training related to parenteral medication administration within the past 6 months.\n  * Participating in another educational intervention study at the same time.",{"count":157,"type":22},80,[25],"This randomized, controlled, parallel-group, interventional study aims to evaluate the effects of Crossword-Based Learning for Parenteral Drug Administration on the knowledge level, self-efficacy perception, and learning motivation of Nursing Department students. It is considered original because it examines the effects of crossword-based learning on cognitive and psychosocial outcomes in parenteral drug administration, a skill with a high risk of error in the clinical field. The study will be conducted with 80 (40 Experimental, 40 Control) nursing students selected through a power analysis. Participants will be assigned to groups by random assignment, and the study will be conducted in accordance with the triple-blind principle (participant, data collector, statistician). The experimental group will receive Crossword Activities in four different phases (Initial, Theoretical, Laboratory, and Post-Clinical Practice) in addition to the standard educational content. The control group will only complete the standard education. The primary outcomes of the study are; At the end of the 4th stage, the Parenteral Drug Administration Knowledge Test will be evaluated based on the Safe Parenteral Drug Administration Self-Efficacy Scale (SES-SES) and the Higher Education Learning Motivation Scale (SLS-SES) scores.",[28],[61,162,163,164,165],"Crossword puzzle","drug administration","motivation","self-sufficiency","2026-04-15",{"date":144,"type":37},{"date":169,"type":22},"2026-04-28",{"date":171,"type":22},"2026-09-15",{"name":147,"class":44},{"id":174,"slug":175,"hasResults":12,"nctId":176,"briefTitle":177,"officialTitle":177,"acronym":4,"eligibilityCriteria":178,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":179,"targetDuration":4,"studyType":23,"phases":181,"briefSummary":182,"conditions":183,"keywords":186,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":190,"lastUpdatePostDateStruct":191,"startDateStruct":193,"completionDateStruct":195,"leadSponsor":197,"locationsCount":4},"100633362","the-effects-of-combining-electronic-picture-books-with-rpg-based-gamified-learning-on-nursing-students-motivation-and-learning-outcomes-in-breastfeeding-education-100633362","NCT07525700","The Effects of Combining Electronic Picture Books With RPG-Based Gamified Learning on Nursing Students' Motivation and Learning Outcomes in Breastfeeding Education","Inclusion Criteria:\n\n1. It is expected to include 100 people.\n2. A third-year nursing student.\n3. Studying obstetrics and gynecology nursing this semester.\n4. Agree to participate in this study and sign the research consent form.\n\nExclusion Criteria:\n\n1. Students who are planning to take a leave of absence at the time of data collection.\n2. Students who have not taken obstetrics and gynecology nursing this semester or have taken it in the past.\n3. Students who are unable to use 3C products.",{"count":180,"type":22},100,[25],"This study aimed to explore the impact of electronic picture books combined with RPG on breastfeeding learning outcomes among nursing students. The study participants were third-year nursing students from a university in central Taiwan. A randomized controlled design was used, with the experimental group receiving electronic picture books combined with RPG, while the control group received traditional face-to-face instruction. Changes in students' breastfeeding knowledge, learning motivation, self-efficacy, and cognitive load were assessed. The expected results can provide a reference for innovative teaching models in nursing education and promote the future clinical application of breastfeeding.",[184,28,185],"Nursing Education Research","Breastfeeding Education",[63,187,185,28,188,189],"learning motivation","electronic picture books","RPG","2026-04-07",{"date":192,"type":37},"2026-04-13",{"date":194,"type":22},"2026-09-30",{"date":196,"type":22},"2026-12-31",{"name":198,"class":44},"China Medical University Hospital",{"id":200,"slug":201,"hasResults":12,"nctId":202,"briefTitle":203,"officialTitle":203,"acronym":204,"eligibilityCriteria":205,"healthyVolunteers":12,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":206,"targetDuration":4,"studyType":23,"phases":207,"briefSummary":208,"conditions":209,"keywords":212,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":220,"lastUpdatePostDateStruct":221,"startDateStruct":223,"completionDateStruct":225,"leadSponsor":227,"locationsCount":45},"100632785","the-effect-of-an-artificial-intelligence-supported-virtual-reality-simulation-on-nursing-students-holistic-care-skills-100632785","NCT07518199","The Effect of an Artificial Intelligence-Supported Virtual Reality Simulation on Nursing Students' Holistic Care Skills","AI-VRS","Inclusion Criteria:\n\n* Voluntary participation in the study,\n* Having enrolled for the first time in the courses HEM 402 Professional Practice I and HEM 404 Professional Practice II in the Department of Nursing, Faculty of Health Sciences,\n* Absence of eye conditions affecting depth perception, such as amblyopia (lazy eye), anisometropia(different refractive errors in each eye), and strabismus (squint). (Self- report is accepted.),\n* Academic performance score between 2.00 and 4.00.,\n\nExclusion Criteria:\n\n* Having received training in holistic care skills in addition to their undergraduate nursing degree,\n* Having experience with virtual simulation exercises focused on holistic care skills,\n* Holding a high school, foundation year or undergraduate degree in a health-related field,\n* Having difficulty understanding and speaking Turkish,\n\nCriteria for Exclusion from the Study:\n\n* The participant has not completed or has incompletely completed the required forms and scales,\n* The participant in the experimental group had not taken part in or completed the AI-supported virtual reality simulation,\n* Students in the control group did not take part in the educational case study,\n* Students in the experimental and control groups did not take part in the assessment case study,\n* The participant wishes to withdraw from the study,",{"count":157,"type":22},[25],"This study aims to evaluate the effect of artificial intelligence (AI)-supported virtual reality (VR) simulation on nursing students' holistic care skills. The study is a randomised controlled trial involving fourth-year nursing students, divided into an experimental and a control group. Whilst the experimental group will receive AI-supported VR simulation training, the control group will receive traditional case-based training. Outcomes to be assessed include decision-making, symptom identification, nursing diagnosis, simulation design and satisfaction with the training methods.",[28,210,211],"Decision-Making","Diagnostic Reasoning",[213,214,215,216,217,218,219],"Artificial Intelligence","Simulation Training","Immersive Virtual Reality","Nursing Education","Holistic Care","Nursing Diagnoses","Educational Technology","2026-04-04",{"date":222,"type":37},"2026-04-08",{"date":224,"type":22},"2026-04",{"date":226,"type":22},"2026-05",{"name":147,"class":44},{"id":229,"slug":230,"hasResults":12,"nctId":231,"briefTitle":232,"officialTitle":233,"acronym":4,"eligibilityCriteria":234,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":235,"targetDuration":4,"studyType":23,"phases":237,"briefSummary":238,"conditions":239,"keywords":241,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":246,"lastUpdatePostDateStruct":247,"startDateStruct":249,"completionDateStruct":251,"leadSponsor":252,"locationsCount":4},"100629400","simulation-based-training-for-urinary-catheterization-skills-in-nursing-students-100629400","NCT07474181","Simulation-Based Training for Urinary Catheterization Skills in Nursing Students","The Effect of Two Different Simulation Methods on Nursing Students' Knowledge and Skills in Urinary Catheter Application: A Randomised Controlled Study","Inclusion Criteria:\n\n* Taking the Fundamentals of Nursing course\n* Not having prior clinical experience\n* Not having prior experience with urinary catheterization\n* Not having received prior training in the field of health sciences (e.g., graduate of a health vocational high school, health services vocational college, etc.)\n* Accepts Healthy Volunteers has not been entered.\n\nExclusion Criteria:\n\n* Students who did not complete the research data collection forms\n* Students who did not complete the simulation experiences",{"count":236,"type":22},102,[25],"The purpose of this study is to comparatively evaluate the effectiveness of two different simulation-based training methods on nursing students' knowledge and skills regarding urinary catheterization in male patients. Accordingly, the effects of hybrid simulation training using a wearable urinary catheter model on students' knowledge level, psychomotor skill acquisition, satisfaction, learning self-confidence, and communication skills will be revealed compared to standard training using traditional partial task instructional models.",[28,240],"Urinary Catheterization",[242,61,243,244,245],"urinary catheterization","simulation based learning","clinical skills training","Randomized Controlled Study","2026-03-13",{"date":248,"type":37},"2026-03-16",{"date":250,"type":22},"2026-04-16",{"date":194,"type":22},{"name":253,"class":44},"Marmara University",{"id":255,"slug":256,"hasResults":12,"nctId":257,"briefTitle":258,"officialTitle":258,"acronym":4,"eligibilityCriteria":259,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":260,"targetDuration":4,"studyType":23,"phases":261,"briefSummary":262,"conditions":263,"keywords":265,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":271,"lastUpdatePostDateStruct":272,"startDateStruct":274,"completionDateStruct":276,"leadSponsor":277,"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":180,"type":22},[25],"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.",[264,28,216],"Cancer Pain",[266,267,268,269,270],"Nursing","Traditional Learning Methods","E-Learning Methods","Education","Cost","2026-03-09",{"date":273,"type":37},"2026-03-10",{"date":275,"type":22},"2026-06-01",{"date":196,"type":22},{"name":278,"class":44},"Bilecik Seyh Edebali Universitesi",{"id":280,"slug":281,"hasResults":12,"nctId":282,"briefTitle":283,"officialTitle":284,"acronym":4,"eligibilityCriteria":285,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":286,"targetDuration":4,"studyType":23,"phases":288,"briefSummary":289,"conditions":290,"keywords":299,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":307,"lastUpdatePostDateStruct":308,"startDateStruct":310,"completionDateStruct":312,"leadSponsor":314,"locationsCount":45},"100605850","low-back-and-neck-pain-in-nursing-students-at-the-university-of-the-west-indies-100605850","NCT07167888","Low Back and Neck Pain in Nursing Students at The University of The West Indies","The Prevalence of Neck and Low Back Pain With a Randomised Controlled Trial Comparing Spine-Specific and Non-Spine Specific Exercise Interventions in Nursing Students at The University of the West Indies, Mona: A Two-Phase Study","Inclusion Criteria:\n\n1. All students enrolled in the student nursing program at the University of the West Indies, Mona Campus, Jamaica during the period October 4, 2025 to October 3, 2026.\n2. Individuals who express a willingness to consent to the study.\n3. Individuals who express a willingness to adhere to the standardised exercise program for the stipulated period.\n\nExclusion Criteria:\n\n1. Individuals with a history of having spine surgery.\n2. Individuals who were previously diagnosed with spine pathology and currently receiving rehabilitation therapy.\n3. Individuals who express an unwillingness to participate in the study.",{"count":287,"type":22},400,[25],"The purpose of this study is to identify the prevalence of neck and low back pain in nursing students enrolled at the University of the West Indies, Mona; to assess their knowledge, attitude and practice of good spine health and to determine the outcome of a standardised spine exercise program on nursing students experiencing neck and low back pain, using a prospective randomised control design.",[291,292,293,294,295,296,297,28,298],"Back Pain","Low Back Pain","Musculoskeletal Pain","Neck Pain","Spine Health","Musculoskeletal Pain Disorder","Lower Back Pain","Preclinical Education",[300,301,302,303,304,305,94,306],"lower back pain","low back pain","musculoskeletal pain","neck pain","rehabilitation","university student","spine health","2026-02-20",{"date":309,"type":37},"2026-02-24",{"date":311,"type":22},"2026-04-01",{"date":313,"type":22},"2027-03-31",{"name":315,"class":44},"The University of The West Indies",{"id":317,"slug":318,"hasResults":12,"nctId":319,"briefTitle":320,"officialTitle":321,"acronym":4,"eligibilityCriteria":322,"healthyVolunteers":12,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":323,"targetDuration":4,"studyType":23,"phases":325,"briefSummary":326,"conditions":327,"keywords":332,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":337,"lastUpdatePostDateStruct":338,"startDateStruct":339,"completionDateStruct":341,"leadSponsor":343,"locationsCount":45},"100625910","online-watch-summarize-question-ask-method-in-falls-education-for-nursing-students-100625910","NCT07428772","Online Watch-Summarize-Question-Ask Method in Falls Education for Nursing Students","The Effect of the Online Watch-Summarize-Question-Ask Learning Method on Nursing Students' Knowledge, Skills, Attitudes, and Behaviors Regarding Patient Falls","Inclusion Criteria:\n\n* Volunteers from the 4th year students of the Nursing Faculty at İnönü University\n\nExclusion Criteria:\n\n* Graduates of high school, associate's degree, or bachelor's degree programs in a health-related field\n* Students who have enrolled in the 4th grade for the second time\n* Students who do not have the technical means to access the online education platform\n* Students who wish to withdraw from the research at any stage\n* Students who do not participate in the training sessions\n* Students who do not complete the data collection forms",{"count":324,"type":22},66,[25],"This randomized controlled study will evaluate the effectiveness of an online Watch-Summarize-Question-Ask (WSQA) learning method on nursing students' knowledge, skills, attitudes, and behaviors related to patient fall prevention and management. Sixty-six nursing students will be randomly assigned to intervention and control groups. Both groups will receive standard patient safety education, while the intervention group will additionally participate in an online, evidence-based fall prevention training program structured according to the WSQA method, including video-based learning, summarization, question generation, and interactive discussions. Outcomes will be assessed using validated instruments measuring fall management knowledge, self-efficacy, attitudes toward fall prevention, care planning performance, and student satisfaction. The study aims to determine the effectiveness of an innovative educational approach to improve fall prevention competencies and enhance the quality and safety of nursing care.",[269,328,329,330,28,331],"Online Learning","Fall Prevention","Fall, Accidental","Patient Safety",[333,334,335,336,94],"online learning","patient falls","fall prevention","patient safety","2026-02-17",{"date":309,"type":37},{"date":340,"type":22},"2026-02-27",{"date":342,"type":22},"2026-06-07",{"name":344,"class":44},"Inonu University",{"id":346,"slug":347,"hasResults":12,"nctId":348,"briefTitle":349,"officialTitle":350,"acronym":351,"eligibilityCriteria":352,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":353,"enrollmentInfo":354,"targetDuration":4,"studyType":23,"phases":356,"briefSummary":357,"conditions":358,"keywords":4,"overallStatus":33,"whyStopped":4,"lastUpdateSubmitDate":359,"lastUpdatePostDateStruct":360,"startDateStruct":362,"completionDateStruct":364,"leadSponsor":365,"locationsCount":45},"100614113","using-virtual-humans-to-teach-cognitive-function-assessment-to-nursing-students-100614113","NCT07275372","Using Virtual Humans to Teach Cognitive Function Assessment to Nursing Students","Effectiveness of Virtual Humans in Learning Cognitive Function Assessment Among Nursing Students","VHCT-NS","Inclusion Criteria:\n\n* Nursing students currently enrolled in a bachelor's or post-baccalaureate nursing program.\n* Students who have not previously received instruction on the SPMSQ cognitive function assessment,\n\nExclusion Criteria:\n\n* no","65 Years",{"count":355,"type":22},60,[25],"Purpose of the Study This study wants to find out whether a virtual human (a computer-based simulated person) can help nursing students learn how to assess someone's thinking and memory skills.\n\nMain Question Do nursing students learn cognitive function assessment better when they use a virtual human compared with reading printed materials?\n\nWhat Participants Will Do Participants will learn how to do a cognitive function assessment for about 60 minutes, either by using a virtual human or by reading printed materials.",[28],"2026-01-16",{"date":361,"type":37},"2026-01-20",{"date":363,"type":37},"2025-12-02",{"date":196,"type":22},{"name":366,"class":44},"Taipei Medical University",{"id":368,"slug":369,"hasResults":12,"nctId":370,"briefTitle":371,"officialTitle":371,"acronym":372,"eligibilityCriteria":373,"healthyVolunteers":12,"sex":18,"minAge":19,"maxAge":374,"enrollmentInfo":375,"targetDuration":4,"studyType":23,"phases":377,"briefSummary":378,"conditions":379,"keywords":4,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":382,"lastUpdatePostDateStruct":383,"startDateStruct":385,"completionDateStruct":387,"leadSponsor":389,"locationsCount":4},"100618633","effect-of-critical-thinking-disposition-program-on-developing-reflective-thinking-and-motivation-to-learn-among-nursing-students-100618633","NCT07334158","Effect of Critical Thinking Disposition Program on Developing Reflective Thinking and Motivation to Learn Among Nursing Students","CTDP","Inclusion Criteria:\n\n* Willing to participate and able to attend all program sessions.\n\nNo prior exposure to critical thinking training programs.\n\nExclusion Criteria:\n\n* Students with learning difficulties or any limitations that prevent active participation in the program.\n\nStudents who miss more than 50% of the program sessions.\n\nStudents participating in external programs aimed at enhancing critical thinking during the study period.","20 Years",{"count":376,"type":22},243,[25],"Study Title:\n\nEffect of Critical Thinking Disposition Program on Developing Reflective Thinking and Motivation to Learn among Nursing Students\n\nStudy Description:\n\nThis study aims to investigate the effect of a Critical Thinking Disposition Program on nursing students' reflective thinking and motivation to learn. In the rapidly evolving healthcare environment, nurses must possess both critical thinking skills and disposition to make accurate clinical judgments and provide high-quality professional care. Many novice nurses lack critical thinking disposition, which can result in inaccurate clinical judgments and an inability to identify causes of problems.\n\nThe program will target nursing students to enhance their internal motivation to think critically, solve problems, evaluate ideas, and make informed decisions. The intervention focuses on developing cognitive strategies, attitudes, and behaviors that support self-motivated learning and professional competence. Outcomes will be measured by evaluating students' reflective thinking and motivation to learn before and after the program.\n\nPrimary Outcome Measures:\n\nImprovement in reflective thinking scores\n\nIncrease in motivation to learn scores\n\nSecondary Outcome Measures:\n\nDevelopment of critical thinking disposition attributes such as truth-seeking, open-mindedness, analyticity, inquisitiveness, self-confidence, and maturity",[139,380,381,28],"Reflective","Motivation","2026-01-03",{"date":384,"type":37},"2026-01-12",{"date":386,"type":22},"2026-01",{"date":388,"type":22},"2026-12",{"name":390,"class":44},"Mansoura University",{"id":392,"slug":393,"hasResults":12,"nctId":394,"briefTitle":395,"officialTitle":396,"acronym":397,"eligibilityCriteria":398,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":399,"enrollmentInfo":400,"targetDuration":4,"studyType":23,"phases":402,"briefSummary":403,"conditions":404,"keywords":407,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":409,"lastUpdatePostDateStruct":410,"startDateStruct":412,"completionDateStruct":414,"leadSponsor":416,"locationsCount":4},"100618419","eft-and-resilience-in-nursing-students-100618419","NCT07331376","EFT and Resilience in Nursing Students","Improving Perceived Stress, Anxiety, and Sleep Quality Among Nursing Students: Enhancing Resilience Through Emotional Freedom Techniques","Emotional","Inclusion Criteria:\n\n* Currently enrolled in the Nursing Department at Muş Alparslan University,\n* Be 18 years of age or older,\n* Agree to participate in the study voluntarily,\n* Have no psychiatric diagnosis or regular use of psychotropic medication.\n\nExclusion Criteria:\n\nStudents who do not regularly participate in the application process,\n\n* Students who do not complete the data collection forms in full,\n* Students who report physical or psychological discomfort during the EFT application process.","24 Years",{"count":401,"type":22},105,[25],"The purpose of this study is to determine the effect of Emotional Freedom Technique (EFT) application on stress, anxiety, and sleep quality in nursing students.\n\nThe nursing education process can cause high levels of psychological and physiological stress in students due to many factors such as a heavy theoretical knowledge load, clinical practice stress, exam anxiety, and shift work. This situation results in increased anxiety and impaired sleep quality, thereby negatively affecting students' academic performance, clinical skills, and overall well-being.\n\nIn this context, the study aims to evaluate whether EFT, as a complementary method, is effective in reducing stress and anxiety levels in nursing students, as well as improving sleep quality.\n\nIt is believed that the results of this research will contribute to the development of alternative approaches that support psychological well-being in nursing education and will provide evidence-based data on the integration of EFT into educational programs.",[405,406,28],"Emotional Well-being","Sleep Quality",[28,406,408],"Emotional Freedom Techniques (EFT)","2025-12-30",{"date":411,"type":37},"2026-01-09",{"date":413,"type":22},"2025-12-22",{"date":415,"type":22},"2026-06-20",{"name":417,"class":44},"Hasan Kalyoncu University",{"id":419,"slug":420,"hasResults":12,"nctId":421,"briefTitle":422,"officialTitle":423,"acronym":4,"eligibilityCriteria":424,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":425,"targetDuration":4,"studyType":23,"phases":427,"briefSummary":428,"conditions":429,"keywords":431,"overallStatus":33,"whyStopped":4,"lastUpdateSubmitDate":437,"lastUpdatePostDateStruct":438,"startDateStruct":439,"completionDateStruct":441,"leadSponsor":443,"locationsCount":45},"100603986","the-effect-of-escape-room-method-in-nursing-process-teaching-100603986","NCT07143643","The Effect of Escape Room Method in Nursing Process Teaching","The Effect of Using Escape Room Method on Nursing Studentsˈ Self-Efficacy, Team Collaboration and Anxiety in Nursing Process Teaching","Inclusion Criteria:\n\n•Actively attending face-to-face education during the dates when the study will be conducted\n\nExclusion Criteria:\n\n•Previous training with or familiarity with the educational escape room method",{"count":426,"type":22},70,[25],"This study will be conducted to determine the effectiveness of education provided through the educational escape room method in nursing process teaching and to examine its effects on 4th-year nursing students' self-efficacy, teamwork, and anxiety.",[216,430,28],"ESCAPE ROOM",[432,433,434,435,436],"Escape Room Method","Self-Efficacy","Team Collaboration","Nursing process","Anxiety","2025-11-25",{"date":363,"type":37},{"date":440,"type":37},"2025-10-19",{"date":442,"type":22},"2026-02",{"name":444,"class":44},"Bezmialem Vakif University",{"id":446,"slug":447,"hasResults":12,"nctId":448,"briefTitle":449,"officialTitle":450,"acronym":451,"eligibilityCriteria":452,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":453,"enrollmentInfo":454,"targetDuration":4,"studyType":23,"phases":455,"briefSummary":456,"conditions":457,"keywords":4,"overallStatus":33,"whyStopped":4,"lastUpdateSubmitDate":461,"lastUpdatePostDateStruct":462,"startDateStruct":464,"completionDateStruct":466,"leadSponsor":468,"locationsCount":45},"100596568","the-effect-of-video-based-virtual-reality-education-on-self-confidence-and-motivation-in-nursing-students-100596568","NCT07047157","The Effect of Video-Based Virtual Reality Education on Self-Confidence and Motivation in Nursing Students","The Effect of Video-Based Virtual Reality Education on Self-Confidence and Motivation in Nursing Students: The Case of Peripheral Venous Catheterization","Video-Based Vi","Inclusion Criteria:\n\n* Receiving nursing education at the relevant university\n* Agreeing to participate in the study voluntarily\n\nExclusion Criteria:\n\n* Having received training on peripheral venous catheterization before","30 Years",{"count":355,"type":22},[25],"This study is a randomized controlled, parallel patterned, single-blind experimental study conducted to investigate the effects of video-based virtual reality (VR) training on self-confidence and motivation levels of nursing students regarding peripheral venous catheterization (PVC) skills. The intervention group will receive video-based training via VR headsets, while the control group will be presented with the same content via traditional face-to-face narration and demonstration. Self-confidence and motivation levels before and after the training will be assessed with valid scales. The study is expected to contribute to the development of innovative technology-supported teaching strategies in nursing education.",[458,28,459,460],"Peripheral Venous Catheterization","Clinical Skills Training","Self-confidence in Clinical Decision Making and Anxiety","2025-11-17",{"date":463,"type":37},"2025-11-18",{"date":465,"type":37},"2025-07-01",{"date":467,"type":22},"2026-01-08",{"name":469,"class":44},"Esra Aydın",{"id":471,"slug":472,"hasResults":12,"nctId":473,"briefTitle":474,"officialTitle":475,"acronym":4,"eligibilityCriteria":476,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":477,"targetDuration":4,"studyType":23,"phases":478,"briefSummary":479,"conditions":480,"keywords":4,"overallStatus":33,"whyStopped":4,"lastUpdateSubmitDate":486,"lastUpdatePostDateStruct":487,"startDateStruct":488,"completionDateStruct":490,"leadSponsor":491,"locationsCount":45},"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":426,"type":22},[25],"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.",[481,482,483,28,484,485],"Gamification","Gamification in Health Education","Nurse Education","Postpartum Hemorrhage","Nursing Care","2025-11-13",{"date":461,"type":37},{"date":489,"type":37},"2025-11-05",{"date":409,"type":22},{"name":492,"class":44},"Sakarya University",{"id":494,"slug":495,"hasResults":12,"nctId":496,"briefTitle":497,"officialTitle":498,"acronym":4,"eligibilityCriteria":499,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":500,"targetDuration":4,"studyType":23,"phases":501,"briefSummary":502,"conditions":503,"keywords":506,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":511,"lastUpdatePostDateStruct":512,"startDateStruct":514,"completionDateStruct":516,"leadSponsor":517,"locationsCount":4},"100601984","virtual-reality-in-nursing-students-communication-skills-100601984","NCT07117604","Virtual Reality in Nursing Students' Communication Skills","Effects of Virtual Reality Application on Nursing Students' Skills in Breaking Bad News and Approaching Crying Patients","Inclusion Criteria:\n\n* being ≥18 years old\n* being a nursing student,\n* taking a communication course for the first time\n* volunteering to participate in the study\n\nExclusion Criteria:\n\n* having a condition preventing the student from using the VR tool\n* having problems such as nausea and vomiting due to the use of VR headsets\n* having been participated in any training given on breaking bad news",{"count":355,"type":22},[25],"The purpose of this clinical trial is to determine the effect of a virtual reality application on nursing students' skills in breaking bad news and approaching crying patients at a nursing faculty in western Turkey.\n\nThe primary questions to be addressed are:\n\nIs there a significant difference in breaking bad news skills between students receiving the virtual reality intervention and those receiving the standard curriculum? Is there a significant difference in skills related to approaching crying patients between students receiving the virtual reality intervention and those receiving the standard curriculum? Comparison group: The researchers will compare the intervention group, which receives the virtual reality application, with the control group, which follows the standard curriculum, to assess differences in skill development.\n\nParticipants:\n\nNursing students aged 18 years or older, who are taking a communication course for the first time and voluntarily participating.\n\nParticipants will be randomly assigned to the intervention or control groups.\n\nParticipants in the intervention group will:\n\nAttend an orientation session for the virtual reality application, Engage in a virtual reality scenario based on the SPIKES protocol involving breaking bad news and approaching a crying patient, Participate in a debriefing session to discuss their experiences. Participants in the control group will receive the standard curriculum course.",[28,504,505],"Virtual Reality","Breaking Bad News Skills",[507,508,509,93,510],"Virtual reality","cancer","breaking bad news","communication","2025-08-11",{"date":513,"type":37},"2025-08-12",{"date":515,"type":22},"2025-08",{"date":515,"type":22},{"name":518,"class":44},"Dokuz Eylul University",{"id":520,"slug":521,"hasResults":12,"nctId":522,"briefTitle":523,"officialTitle":524,"acronym":4,"eligibilityCriteria":525,"healthyVolunteers":12,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":526,"targetDuration":4,"studyType":23,"phases":528,"briefSummary":529,"conditions":530,"keywords":532,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":534,"lastUpdatePostDateStruct":535,"startDateStruct":537,"completionDateStruct":538,"leadSponsor":540,"locationsCount":45},"100600608","ahi-based-education-on-the-professional-values-of-nursing-students-100600608","NCT07099703","Ahi-Based Education on the Professional Values of Nursing Students","The Effect of Ahi-Based Education on the Professional Values of Nursing Students: An Experimental Study","Inclusion Criteria:\n\n* Be enrolled in the second year of a nursing bachelor's degree program,\n* Be willing to participate in the study,\n* Be able to actively participate in the training process (no health problems, active student),\n* Agree to attend 80% of the designated training sessions.\n\nExclusion Criteria:\n\n* Those who attend less than 80% of training sessions\n* Students who graduated or withdrew before data collection\n* Students with a psychiatric diagnosis or health issues that prevent communication.",{"count":527,"type":22},168,[25],"In current nursing education programs, professional values education mostly remains at a theoretical level; students' internalization of these values and reflection of them in their behavior is limited. Ahilik is a historical system based on ethical principles, professional responsibility, and a sense of service to society. The aim of this study is to experimentally evaluate the effect of Ahilik-based education on the professional values of nursing students.\n\nHypotheses H0: There is no significant difference between the professional values of nursing students who receive Ahilik education and those who do not.\n\nH1: The professional values of nursing students who receive Ahilik education are significantly different from those who do not.",[28,531,269],"Professional Values",[94,533],"professional values","2025-07-25",{"date":536,"type":37},"2025-08-01",{"date":534,"type":22},{"date":539,"type":22},"2026-06-15",{"name":541,"class":44},"Kirsehir Ahi Evran Universitesi",{"id":543,"slug":544,"hasResults":12,"nctId":545,"briefTitle":546,"officialTitle":546,"acronym":4,"eligibilityCriteria":547,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":548,"targetDuration":4,"studyType":23,"phases":549,"briefSummary":550,"conditions":551,"keywords":555,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":558,"lastUpdatePostDateStruct":559,"startDateStruct":561,"completionDateStruct":562,"leadSponsor":564,"locationsCount":4},"100596269","the-effect-of-escape-room-based-bladder-catheterization-training-on-nursing-students-academic-achievement-problem-solving-skills-and-motivation-a-mixed-methods-study-100596269","NCT07043257","The Effect of Escape Room-Based Bladder Catheterization Training on Nursing Students' Academic Achievement, Problem-Solving Skills, and Motivation: A Mixed-Methods Study","Inclusion Criteria:\n\n* Nursing students enrolled in a clinical skills course\n* Voluntarily agree to participate\n* No prior formal catheterization training\n\nExclusion Criteria:\n\n* Students who miss training sessions\n* Students with previous experience in escape room-based learning",{"count":180,"type":22},[25],"This study aims to examine the effect of escape room-based training on nursing students' academic achievement, problem-solving skills, collaborative learning, and motivation levels in bladder catheterization education. A mixed-methods design will be used. Participants will be randomly assigned to either an experimental group receiving game-based escape room training or a control group receiving traditional instruction. Pre-test and post-test assessments will be conducted using validated measurement tools. The study also includes qualitative data to explore students' experiences and perceptions regarding the educational method used. This research seeks to contribute to innovative educational practices in nursing skills training.",[552,553,430,554],"NURSING EDUCATION","NURSING STUDENTS","BLADDER CATHETERIZATION",[552,554,430,556,557],"MOTIVATION","PROBLEM-SOLVING SKILLS","2025-06-20",{"date":560,"type":37},"2025-06-29",{"date":465,"type":22},{"date":563,"type":22},"2025-07-05",{"name":565,"class":44},"Agri Ibrahim Cecen University",{"id":567,"slug":568,"hasResults":12,"nctId":569,"briefTitle":570,"officialTitle":570,"acronym":4,"eligibilityCriteria":571,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":572,"targetDuration":4,"studyType":23,"phases":573,"briefSummary":574,"conditions":575,"keywords":577,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":581,"lastUpdatePostDateStruct":582,"startDateStruct":584,"completionDateStruct":586,"leadSponsor":588,"locationsCount":45},"100591300","the-effect-of-sbar-communication-program-on-nursing-students-perceptions-of-clinical-decision-making-and-medical-error-prevention-levels-a-mixed-methods-study-100591300","NCT06978634","The Effect of SBAR Communication Program on Nursing Students' Perceptions of Clinical Decision Making and Medical Error Prevention Levels: A Mixed Methods Study","Inclusion Criteria:\n\n* Being a student registered in the nursing department,\n* Having clinical practice experience (being a 3rd year student),\n* Not being a student in an exchange program such as Erasmus,\n\nExclusion Criteria:\n\n* Coming with a vertical transfer exam\n* No clinical practice experience",{"count":157,"type":22},[25],"In clinical settings, teamwork plays a vital role in improving patient care outcomes. Effective and structured communication within the team ensures that a holistic service is provided to patients. However, unclear and inadequate communication between healthcare professionals is a common problem. Such communication problems can be one of the main factors that compromise patient safety and lead to medication errors. Nurses play a key role in this process as they are the healthcare professionals who interact most with patients. Nurses need to not only correctly understand the instructions to be given to the patient, but also to convey information about the patient clearly and accurately to other nurses, doctors and other members of the healthcare team. In this context, opportunities to communicate using a common language and develop these skills form an essential part of the education of nursing students. The use of structured communication tools, especially SBAR, can play an important role in the prevention of medical errors while improving the clinical decision-making skills of future nurses. The SBAR (Situation, Background, Assessment, Recommendation) communication tool is a structured model used to ensure effective communication in healthcare. \"The Effect of SBAR Communication Program on Clinical Decision Making and Medical Error Awareness Levels of Nursing Students: A Mixed Method Study\" is a mixed method research using experimental and qualitative research designs. The data of the research will be collected with the \"Student Information Form\", \"Clinical Decision Making Scale in Nursing\" and \"Medical Error Scale for Nursing Students\" \"Semi-Structured Interview Form\". Quantitative data processing and statistical analysis will be done with SPSS (Statistical Package for the Social Sciences) software. Qualitative data analysis will be done using hand coding and content analysis method. As a result, this research will clearly demonstrate the benefits of integrating communication tools such as SBAR into nursing education, contribute to the development of new methods in education and the reduction of medical errors.",[576,266,28,184],"Mixed Method Implementation Study",[578,93,94,510,579,580],"SBAR","medical error","clinical decision making","2025-05-16",{"date":583,"type":37},"2025-05-18",{"date":585,"type":22},"2025-05-15",{"date":587,"type":22},"2025-12-15",{"name":589,"class":44},"Aytap DİNCER",{"id":591,"slug":592,"hasResults":12,"nctId":593,"briefTitle":594,"officialTitle":594,"acronym":4,"eligibilityCriteria":595,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":596,"targetDuration":4,"studyType":23,"phases":597,"briefSummary":598,"conditions":599,"keywords":602,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":608,"lastUpdatePostDateStruct":609,"startDateStruct":610,"completionDateStruct":612,"leadSponsor":614,"locationsCount":45},"100590895","the-effect-of-education-given-with-creative-drama-method-based-on-leiningers-theory-on-the-cultural-sensitivity-and-effectiveness-levels-of-nursing-students-100590895","NCT06973369","The Effect of Education Given With Creative Drama Method Based on Leininger's Theory on the Cultural Sensitivity and Effectiveness Levels of Nursing Students","Inclusion Criteria:\n\n* Want to participate in the study voluntarily,\n* Have taken the Intercultural Nursing course,\n* Have taken 75% of the practical nursing courses.\n\nExclusion Criteria:\n\n* Being a nurse working in the clinic,\n* Being a foreign national,\n* Being in the initiative group and not participating in the creative drama application,\n* The student wanting to leave the research at any stage,\n* Not filling out the data collection forms or filling them incompletely.",{"count":157,"type":22},[25],"This study aims to determine the effect of cultural care education given with creative drama method according to Leininger theory on the cultural sensitivity and effectiveness levels of nursing students. The study will be conducted as a pre-test and post-test randomized controlled experimental study. The universe of the study consists of fourth-year students (n=80) of \"Agri Ibrahim Cecen University, Faculty of Health Sciences, Department of Nursing\". In this study, students in the intervention and control groups will be determined by simple randomization method. After the theoretical course content is given based on Leininger theory, students in the intervention group will be given creative drama technique with cases and students in the control group will be given traditional case examples. A pre-test will be applied before the training program and a post-test will be applied after the training program.",[216,28,600,601],"Creative Drama","Cultural Sensitivity",[603,604,605,606,607],"Leininger","Nursing students","Creative drama","Cultural sensitivity","Cultural effectiveness","2025-05-14",{"date":585,"type":37},{"date":611,"type":22},"2025-05-20",{"date":613,"type":22},"2025-06-01",{"name":615,"class":44},"Ataturk University",{"id":617,"slug":618,"hasResults":12,"nctId":619,"briefTitle":620,"officialTitle":621,"acronym":4,"eligibilityCriteria":622,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":623,"enrollmentInfo":624,"targetDuration":4,"studyType":23,"phases":626,"briefSummary":627,"conditions":628,"keywords":631,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":633,"lastUpdatePostDateStruct":634,"startDateStruct":636,"completionDateStruct":637,"leadSponsor":639,"locationsCount":4},"100591654","exploring-nursing-students-ability-to-create-artificial-intelligence-enhanced-patient-education-materials-on-infection-care-100591654","NCT06983236","Exploring Nursing Students' Ability to Create Artificial Intelligence-Enhanced Patient Education Materials on Infection Care","Exploring Nursing Students' Ability to Create Artificial Intelligence-Enhanced Patient Education Materials on Infection Care: A Randomized Controlled Trial","Inclusion Criteria:\n\n* To take Basic Principles and Practices in Nursing-II for the first time\n* Not to work as a nurse in a hospital or any health institution\n\nExclusion Criteria:\n\n* Having previously prepared patient education materials;\n* Retaking the Basic Principles and Practices in Nursing-II course\n* Having difficulty speaking and understanding Turkish;\n* Not attending class","38 Years",{"count":625,"type":22},110,[25],"The purpose of this study is to explore the ability of nursing students to create artificial intelligence-supported patient education materials regarding infection care. This study will be conducted as a randomized controlled experimental study. Data of the study will be collected with the Descriptive Characteristics Form, Patient Education Information Form and Patient Education Materials Assessment Tool (HEMDA).",[28,58,629,630],"Patient Education Materials","Randomized Controlled Trial",[28,58,629,632],"Randomized controlled trial","2025-05-13",{"date":635,"type":37},"2025-05-21",{"date":581,"type":22},{"date":638,"type":22},"2025-06-25",{"name":640,"class":44},"Çankırı Karatekin University",{"id":642,"slug":643,"hasResults":12,"nctId":644,"briefTitle":645,"officialTitle":645,"acronym":4,"eligibilityCriteria":646,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":399,"enrollmentInfo":647,"targetDuration":4,"studyType":23,"phases":649,"briefSummary":650,"conditions":651,"keywords":655,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":660,"lastUpdatePostDateStruct":661,"startDateStruct":662,"completionDateStruct":664,"leadSponsor":666,"locationsCount":45},"100591273","the-effect-of-artificial-intelligence-assisted-visual-case-analysis-on-nursing-students-knowledge-and-attitudes-towards-pressure-injury-prevention-a-single-blind-randomized-controlled-trial-100591273","NCT06978283","The Effect of Artificial Intelligence-assisted Visual Case Analysis on Nursing Students' Knowledge and Attitudes Towards Pressure Injury Prevention: A Single-blind Randomized Controlled Trial","Inclusion Criteria:\n\n* Taking the Fundamentals of Nursing II course for the first time\n* Not working as a nurse in a health institution.\n* Volunteering to participate in the study.\n\nExclusion Criteria:\n\n* Having previously received patient pressure injury prevention training;\n* Having repeated the Fundamentals of Nursing II course;\n* Having difficulty speaking and understanding Turkish;\n* Exceeding the course attendance time\n* Not attending pressure injury prevention training and evaluation\n* Filling in incomplete data\n* Graduating from a health-related high school or university.",{"count":648,"type":22},84,[25],"The goal of this clinical trial is to examine the effect of artificial intelligence-assisted visual case analysis on nursing students' knowledge and attitudes towards pressure injury prevention. The main hypotheses it aims to answer are:\n\n* AI-assisted visual case analysis affects nursing students' knowledge about pressure injury prevention.\n* AI-assisted visual case analysis affects nursing students' attitudes toward pressure injury prevention.\n\nResearchers will compare AI-assisted case analysis to conventional case analysis to see if it affected nursing students' knowledge and attitudes about pressure injury prevention.\n\nParticipants,\n\n* The case group will shown an AI-supported presentation explaining the pressure injury prevention case. The control group will given a classic case analysis.\n* At the end of the case, the PUPKAI and APuP scales will administered to the students in written form in the classroom.",[58,652,28,653,654],"Visual Case Analysis","Pressure Injury Prevention","A Single-blind Randomized Controlled Trial",[656,657,28,58,658,659],"AI-assisted","visual case analysis","pressure injury prevention","randomized controlled trial","2025-05-10",{"date":583,"type":37},{"date":663,"type":22},"2025-05-09",{"date":665,"type":22},"2025-07-10",{"name":640,"class":44}]