[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"simulation-training\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:simulation-training":27},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,16,0,[8,44,81,113,140,172,197,223,251,280,304,337,369,417,442,466],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":13,"acronym":14,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":19,"targetDuration":4,"studyType":22,"phases":4,"briefSummary":23,"conditions":24,"keywords":4,"overallStatus":31,"whyStopped":4,"lastUpdateSubmitDate":32,"lastUpdatePostDateStruct":33,"startDateStruct":36,"completionDateStruct":38,"leadSponsor":40,"locationsCount":43},"100642858","clinical-performance-and-multitasking-in-anesthesia--a-simulation-based-study-100642858",false,"NCT07615582","Clinical Performance and Multitasking in Anesthesia : a Simulation-based Study","FOCUS","Inclusion Criteria:\n\n* Anesthesiology and intensive care resident or attending physician\n* Written informed consent\n\nExclusion Criteria:\n\n* None",true,"ALL","18 Years",{"count":20,"type":21},35,"ESTIMATED","OBSERVATIONAL","Cognitive failure under multitasking conditions has been demonstrated in various settings, including healthcare. However, in anesthesiology, the impact of multitasking on clinical performance has not yet been fully characterized.\n\nThe objective of our study is to evaluate the impact of multitasking on anesthesiologists' clinical performance in a simulated setting.",[25,26,27,28,29,30],"Multitasking Behavior and Multitasking Ability","Clinical Performance","Simulation Training","Simulation Based Medical Education","Clinical Reasoning","Anesthesia","RECRUITING","2026-06-30",{"date":34,"type":35},"2026-07-02","ACTUAL",{"date":37,"type":35},"2026-06-09",{"date":39,"type":21},"2026-12",{"name":41,"class":42},"University Hospital, Grenoble","OTHER",1,{"id":45,"slug":46,"hasResults":11,"nctId":47,"briefTitle":48,"officialTitle":49,"acronym":4,"eligibilityCriteria":50,"healthyVolunteers":16,"sex":17,"minAge":51,"maxAge":4,"enrollmentInfo":52,"targetDuration":4,"studyType":54,"phases":55,"briefSummary":57,"conditions":58,"keywords":64,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":72,"lastUpdatePostDateStruct":73,"startDateStruct":75,"completionDateStruct":77,"leadSponsor":79,"locationsCount":4},"100644577","standardized-patients-in-arterial-pressure-monitoring-training-100644577","NCT07670364","Standardized Patients in Arterial Pressure Monitoring Training","The Effect of Using Standardized Patients in Arterial Blood Pressure Monitoring Training on Cognitive Load, Clinical Skills, and Self-Efficacy: A Randomized Controlled Trial","Inclusion Criteria:\n\n* Being a undergraduate nursing student currently enrolled in the specified nursing department\u002Ffaculty.\n* Volunteering to participate in the study and providing written informed consent.\n* Taking the relevant clinical nursing course for the first time.\n* Having successfully completed the baseline theoretical lectures related to vital signs and basic invasive procedures.\n\nExclusion Criteria:\n\n* Having prior formal clinical experience or advanced training regarding invasive arterial blood pressure monitoring or line stabilization.\n* Having a known physical or visual impairment that would prevent the participant from performing psychomotor simulation tasks.\n* Repeating the academic year or the clinical course due to prior failure. --Withdrawing from the study voluntarily or failing to attend the mandatory 45-minute baseline theoretical training session.","20 Years",{"count":53,"type":21},74,"INTERVENTIONAL",[56],"NA","This study aims to evaluate and compare the effects of using standardized patients versus static manikins in nursing education for arterial blood pressure monitoring and stabilization training. The primary objective is to investigate the impact of these two different simulation methods on students' cognitive load, clinical skills, and self-efficacy levels.\n\nArterial pressure monitoring is a critical, invasive intervention commonly performed in intensive care units and operating rooms, requiring a high degree of precision. While traditional technical skill assessments usually focus solely on procedural success scores or completion speed, this study utilizes the framework of Cognitive Load Theory to examine the mental toll (intrinsic, extrinsic, and germane load) and psychological readiness (self-efficacy) experienced by nursing students during the procedure.\n\nThe study will be conducted as a randomized controlled experimental trial with 3rd-year nursing students who have successfully completed their Medical-Surgical Nursing course. Participants will be randomly assigned to either the experimental group or the control group:\n\nThe Experimental Group will receive theoretical and practical training, followed by performing the arterial pressure monitoring line stabilization on a \"Standardized Patient\" (an experienced healthcare professional acting a scenario with a moving limb to mimic real clinical chaos without any actual invasive intervention).\n\nThe Control Group will receive the same training but will perform the stabilization procedure on a traditional static medical manikin.\n\nData will be collected using a Descriptive Information and Performance Recording Form (to measure procedural time and error rates), the Cognitive Load Scale, and the Self-Efficacy Scale for Clinical Skills. Measurements will be taken at baseline (pre-test) and immediately after the intervention (post-test). The findings of this study are expected to provide evidence-based guidance for developing \"mind-friendly\" nursing curricula and safer, more realistic simulation protocols that enhance student self-efficacy while ensuring patient safety before entering actual clinical environments.",[59,60,27,61,62,63],"Arterial Pressure","Blood Pressure Determination","Education, Nursing","Cognitive Load","Self Efficacy",[65,66,62,67,68,69,70],"Standardized Patient","Arterial Pressure Monitoring","Clinical Skills","Self-Efficacy","Nursing Education","Simulation-Based Training","NOT_YET_RECRUITING","2026-06-24",{"date":74,"type":35},"2026-06-26",{"date":76,"type":21},"2026-10-15",{"date":78,"type":21},"2026-12-30",{"name":80,"class":42},"Yuzuncu Yil University",{"id":82,"slug":83,"hasResults":11,"nctId":84,"briefTitle":85,"officialTitle":86,"acronym":4,"eligibilityCriteria":87,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":88,"targetDuration":4,"studyType":54,"phases":90,"briefSummary":91,"conditions":92,"keywords":100,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":37,"lastUpdatePostDateStruct":105,"startDateStruct":107,"completionDateStruct":109,"leadSponsor":111,"locationsCount":4},"100642365","caregiver-training-regarding-percutaneous-endoscopic-gastrostomy-feeding-and-care-100642365","NCT07647185","Caregiver Training Regarding Percutaneous Endoscopic Gastrostomy Feeding and Care","Effects of Caregiver Training on Stress, Knowledge, and Skill Level Regarding Percutaneous Endoscopic Gastrostomy Care","Inclusion Criteria:\n\n* Being 18 years of age or older\n* Being the patient's primary caregiver (the person who regularly provides daily PEG care and nutrition)\n* Being literate\n* Being proficient in communicating in Turkish (understanding and expressing oneself)\n* Volunteering to participate in the study and providing written informed consent\n* The caregiver must not have a diagnosed psychiatric illness requiring active treatment\n\nExclusion Criteria:\n\n* Being under 18 years of age\n* Being illiterate\n* Not being proficient in communicating in Turkish\n* Not giving written informed consent to participate in the study\n* Having a diagnosed psychiatric illness requiring active treatment",{"count":89,"type":21},54,[56],"Background: Percutaneous endoscopic gastrostomy (PEG) is used for patients who cannot be fed orally, have a reduced swallowing reflex, or require long-term feeding. PEG care and feeding, which is performed with nursing support in healthcare institutions, becomes the responsibility of the caregiver after discharge. During this process, a lack of information and insufficient mastery of PEG feeding can create stress for caregivers. This situation jeopardizes patient safety. Therefore, healthcare professionals should manage patient-centered care from the moment the PEG indication is established until discharge. In this regard, consistent guidance and healthcare education are needed for caregivers.\n\nAim and hypotheses: This study aims to examine the effects of hands-on PEG feeding and PEG care training, enriched with audiovisual materials (video), on caregivers' knowledge level, skills, and stress levels related to the PEG feeding and care process.\n\nH1: The training provided for caregivers increases their knowledge level regarding PEG feeding and care.\n\nH2: The training provided for caregivers increases their skill level regarding PEG feeding and care.\n\nH3: The training provided for caregivers reduces their stress levels related to PEG feeding and care.\n\nDesign: This study was designed as a randomized controlled trial with experimental and control groups.\n\nMethod: The study population will consist of caregivers of patients receiving inpatient care at a state hospital and undergoing PEG placement for the first time. The sample size was calculated using the G-Power 3.1 program, resulting in a sample size of 54 (n1=27, n2=27), including the dropout rate. Participants will be randomly assigned to groups. The intervention group will receive hands-on training related to PEG feding and care using a low-fidelity model. In addition, caregivers will be provided with video training on PEG feeding and care that they can watch for review when needed. The control group will receive standard institutional training provided by the nutrition nurse of the institution where the study is conducted. Data will be collected face-to-face using a \"Personal Information Form\", \"State Anxiety Inventory\", \"Skills Checklist\", and \"PEG Care Konowledge Form\". Three measurements will be taken in the study. Test 0: Before the training (Personal Information Form, State Anxiety Inventory), Test 1: After the training (with the PEG Care Knowledge Form and the State Anxiety Inventory). Additionally, the researcher will evaluate the caregiver's feeding and care practices using the Skills Checklist. Test 2: Two weeks after from the Test 1 (State Anxiety Inventory and PEG Care Konowledge Form), also the researcher will also evaluate the caregiver's practices a second time using the Skills Checklist. Data will be analyzed using the SPSS Statistics 27 software package.",[93,94,27,95,96,97,98,99],"Caregiver","Caregiver Anxiety","State Anxiety","Nursing Care","Video-Assisted","Percutaneous Endoscopic Gastrostomy (PEG)","Training",[101,102,27,103,104],"Nursing","Caregivers","Anxiety","Gastrostomy",{"date":106,"type":35},"2026-06-15",{"date":108,"type":21},"2026-08-01",{"date":110,"type":21},"2027-03-30",{"name":112,"class":42},"Duzce University",{"id":114,"slug":115,"hasResults":11,"nctId":116,"briefTitle":117,"officialTitle":117,"acronym":118,"eligibilityCriteria":119,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":120,"targetDuration":4,"studyType":54,"phases":122,"briefSummary":123,"conditions":124,"keywords":127,"overallStatus":31,"whyStopped":4,"lastUpdateSubmitDate":131,"lastUpdatePostDateStruct":132,"startDateStruct":134,"completionDateStruct":136,"leadSponsor":138,"locationsCount":43},"100589932","ultrasound-simulation-case-based-workshop-implementation-and-impact-assessment-100589932","NCT06960837","Ultrasound Simulation Case-based Workshop Implementation and Impact Assessment","US Sim cases","Inclusion Criteria:\n\n* Emergency medicine physicians\n\nExclusion Criteria:\n\n* Emergency medicine nurses\n* Emergency medicine technicians\n* Advanced practice providers (APPs)",{"count":121,"type":21},100,[56],"This study is a prospective cohort study implementing a point-of-care ultrasound (POCUS) simulation case-based workshop in emergency (EM) physicians at different training levels as an educational and competency-based assessment tool. The investigators incorporate elements of Miller's pyramid (second and third levels of \"knows how\" and \"shows how\") and the latter part of Kern's six step model framework for curriculum development (intervention implementation and student assessment, program evaluation, and feedback). The investigators will compare pre-\u002Fpost-workshop knowledge and post-OSCE (Objective Structured Clinical Exam) technical skills scores. The investigators will also collect demographic data on baseline POCUS scans completed, training level, interest in ultrasound fellowship, monthly performed clinical POCUS scans, etc. The standardized simulation cases for EM POCUS training can then be generalized for use at any program globally to improve clinical training and patient care.",[125,27,126],"Point-of-care Ultrasound","Medical Education in Emergency Ultrasound",[128,129,130],"point-of-care ultrasound","simulation training","medical education","2026-06-01",{"date":133,"type":35},"2026-06-03",{"date":135,"type":35},"2025-03-06",{"date":137,"type":21},"2026-12-31",{"name":139,"class":42},"Duke University",{"id":141,"slug":142,"hasResults":11,"nctId":143,"briefTitle":144,"officialTitle":145,"acronym":146,"eligibilityCriteria":147,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":148,"targetDuration":4,"studyType":54,"phases":150,"briefSummary":151,"conditions":152,"keywords":158,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":164,"lastUpdatePostDateStruct":165,"startDateStruct":166,"completionDateStruct":168,"leadSponsor":170,"locationsCount":4},"100638527","developing-disability-awareness-attitude-and-empathy-in-nursing-students-100638527","NCT07609238","Developing Disability Awareness, Attitude, and Empathy in Nursing Students","A Randomized Controlled Trial Comparing Training Programs Designed to Improve Awareness, Attitudes, and Empathy Toward Individuals With Disabilities in Nursing Students","Disability","Inclusion Criteria:\n\n* Must be a 3rd or 4th-year student in the Department of Nursing at Başkent University.\n* Must be willing to participate in the study.\n\nExclusion Criteria:\n\n* Any kind of disability.\n* A visually-related problem",{"count":149,"type":21},66,[56],"Abstract\n\nIndividuals with disabilities frequently face barriers to accessing healthcare services due to physical, social, economic, and policy-related factors. As essential members of the healthcare workforce, nurses play a critical role in addressing these inequities. Previous studies focusing on disability awareness, attitudes, and empathy highlight the need for high-quality research employing mixed-method, simulation-based interventions aimed at enhancing awareness and empathy, fostering positive attitudes, and supporting learning outcomes. However, the existing literature lacks studies that simultaneously compare different simulation methods and comprehensively evaluate awareness, attitudes, and empathy using a multidimensional approach.\n\nThis study aims to examine the effectiveness of simulation-based interventions-standardized patient encounters and virtual reality training-in improving nursing students' awareness, strengthening positive attitudes, and increasing sensitivity in the delivery of healthcare services to individuals with disabilities. The findings are expected to support the integration and expansion of disability-focused simulation practices in nursing curricula and contribute to the development of evidence-based nursing education programs.\n\nKeywords: nursing students; disability; attitude; simulation; virtual reality",[27,153,154,155,156,157],"Students, Nursing","Attitude","Empathy Skills","Disabled People","Awareness and Knowledge Level",[129,159,160,161,162,163],"nursing students","attitude","empathy","disabled people","awareness","2026-05-31",{"date":133,"type":35},{"date":167,"type":21},"2026-09-15",{"date":169,"type":21},"2027-06",{"name":171,"class":42},"Baskent University",{"id":173,"slug":174,"hasResults":11,"nctId":175,"briefTitle":176,"officialTitle":177,"acronym":4,"eligibilityCriteria":178,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":179,"targetDuration":4,"studyType":54,"phases":181,"briefSummary":182,"conditions":183,"keywords":186,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":189,"lastUpdatePostDateStruct":190,"startDateStruct":192,"completionDateStruct":194,"leadSponsor":196,"locationsCount":4},"100640993","simulation-based-cardiac-point-of-care-ultrasound-program-to-improve-clinical-outcomes-in-acute-heart-failure-patients-100640993","NCT07592598","Simulation-Based Cardiac Point-of-Care Ultrasound Program to Improve Clinical Outcomes in Acute Heart Failure Patients","Co-design and Implementation of a Simulation-Based Cardiac Point-of-Care Ultrasound Program to Improve Clinical Outcomes in Acute Heart Failure Patients","Inclusion Criteria:\n\n* Emergency medicine provider practicing at the study site, including physician assistants and nurse practitioners\n\nExclusion Criteria:\n\n* ED nurses and technicians are excluded due to differing ultrasound training needs",{"count":180,"type":21},175,[56],"The aim of this study is to co-design a cardiac POCUS simulation training intervention and implementation strategy for EM clinicians and evaluate the effectiveness of the cardiac point-of-care ultrasound (POCUS) simulation-based training (CPST) and CPG implementation. By performing this study, the investigators hope to improve diagnostic processes and time-to-diuretic dosing for acute heart failure (AHF) patients.",[184,125,27,185],"Heart Failure Acute","Implementation Science",[187,128,129,188],"acute heart failure","implementation science","2026-05-11",{"date":191,"type":35},"2026-05-18",{"date":193,"type":21},"2026-09-01",{"date":195,"type":21},"2030-12-31",{"name":139,"class":42},{"id":198,"slug":199,"hasResults":11,"nctId":200,"briefTitle":201,"officialTitle":202,"acronym":4,"eligibilityCriteria":203,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":204,"targetDuration":4,"studyType":54,"phases":206,"briefSummary":207,"conditions":208,"keywords":4,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":214,"lastUpdatePostDateStruct":215,"startDateStruct":217,"completionDateStruct":219,"leadSponsor":221,"locationsCount":4},"100606149","comparing-3d-and-2d-views-in-biportal-spine-surgery-a-pilot-simulation-study-100606149","NCT07171801","Comparing 3D and 2D Views in Biportal Spine Surgery: A Pilot Simulation Study","3D vs. 2D Unilateral Biportal Endoscopic Spine Surgery: A Randomized Blinded Crossover Pilot Simulation Study","Inclusion Criteria:\n\n* Enrolled in the neurosurgical residency or fellowship program at the Department of Neurosurgery, Cantonal Hospital of St. Gallen, Switzerland\n* Completion of basic neurosurgical training modules, including introductory endoscopic handling\n* Age ≥ 18 years\n* Willingness and ability to provide informed consent\n\nExclusion Criteria:\n\n* Prior substantial experience with three-dimensional (3D) endoscopy (defined as \\> 5 independent procedures performed with 3D visualization systems)\n* Ocular or neurological conditions impairing stereopsis, fine motor control, or safe endoscope handling\n* Inability or unwillingness to complete the simulation protocol\n* Declined participation",{"count":205,"type":21},6,[56],"This study aims to compare three-dimensional (3D) and two-dimensional (2D) visualization in biportal endoscopic spine surgery using a simulated environment. Surgeons will perform standardized tasks on a spine model while using either 3D or 2D endoscopic systems. The goal is to determine whether 3D technology can improve precision, efficiency, and movement control during surgery. The study uses a randomized, blinded, crossover design to ensure objective results and may help guide future training and technology use in spinal endoscopy.",[209,210,211,212,213,27],"Spinal Diseases","Endoscopy Simulation","Lumbar Vertebrae","Randomized Controlled Trial","Three-Dimensional","2025-09-15",{"date":216,"type":35},"2025-09-16",{"date":218,"type":21},"2025-10-01",{"date":220,"type":21},"2025-12-01",{"name":222,"class":42},"Felix Corr",{"id":224,"slug":225,"hasResults":11,"nctId":226,"briefTitle":227,"officialTitle":227,"acronym":228,"eligibilityCriteria":229,"healthyVolunteers":11,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":230,"targetDuration":4,"studyType":22,"phases":4,"briefSummary":232,"conditions":233,"keywords":237,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":242,"lastUpdatePostDateStruct":243,"startDateStruct":245,"completionDateStruct":247,"leadSponsor":249,"locationsCount":4},"100601401","the-role-of-simulation-based-training-in-resident-curriculum-in-anaesthesia-and-intensive-care-100601401","NCT07110012","The Role of Simulation-based Training in Resident Curriculum in Anaesthesia and Intensive Care","STRAIC","Inclusion Criteria:\n\n* ESAIC NASC representatives.\n\nExclusion Criteria:\n\n* not ESAIC NASC representatives.",{"count":231,"type":21},200,"This observational study aims to describe the situation in Europe regarding simulation training during residency in Anaesthesia and Intensive Care. The main questions it aims to answer are:\n\nHow many countries in Europe have obligatory simulation training during residency? How frequent is this training? What and how is trained during simulations? How is the situation regarding funding and participation in working hours in simulation training? What are the obstacles for the countries that do not have obligatory training? Participants will fill out an electronic survey.",[27,234,235,236],"Education","Critical Care, Intensive Care","Anaesthesia",[129,238,239,240,241,30],"intensive care","European survey","education","physicians","2025-07-31",{"date":244,"type":35},"2025-08-07",{"date":246,"type":21},"2025-09-01",{"date":248,"type":21},"2025-12-30",{"name":250,"class":42},"Brno University Hospital",{"id":252,"slug":253,"hasResults":11,"nctId":254,"briefTitle":255,"officialTitle":256,"acronym":257,"eligibilityCriteria":258,"healthyVolunteers":16,"sex":17,"minAge":259,"maxAge":260,"enrollmentInfo":261,"targetDuration":4,"studyType":54,"phases":263,"briefSummary":264,"conditions":265,"keywords":4,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":271,"lastUpdatePostDateStruct":272,"startDateStruct":274,"completionDateStruct":276,"leadSponsor":278,"locationsCount":4},"100586559","stress-evaluation-and-management-using-high-fidelity-simulation-in-medical-education-100586559","NCT06916949","Stress Evaluation and Management Using High Fidelity Simulation in Medical Education","The Role of High-fidelity Medical Simulation in Managing Emotional Components and Stress During Emergency and Urgent Care","STRATAGEM","Inclusion Criteria:\n\n* Medical trainees from the specialties of Emergency Medicine, Anesthesia and Intensive Care, Clinical Toxicology, Pediatrics, and Neonatology.\n* Normal hearing and vision, or corrected to normal.\n\nExclusion Criteria:\n\n* Known history of psychiatric disorders, cognitive impairment, or cardiac arrhythmias.\n* Current treatment with psychoactive, cardio-stimulant, or cardio-inhibitory medications.\n* Significant stressful life events in the past six months (e.g., family bereavement).\n* Previous systematic experience in meditation.","25 Years","40 Years",{"count":262,"type":21},45,[56],"The goal of this interventional study is to collect clinical and neurophysiological information to determine whether high-fidelity simulation can serve as a stress-inducing stimulus in a population of healthy residents (Emergency medicine, Anesthesia and Intensive care medicine, Paediatrics), both male and female, aged between 25 and 40 years. The main questions it aims to answer are:\n\n1. Define in which phase of the simulation the highest level of stress is observed.\n2. Determine the level of stress reached after performing a second high-fidelity simulation after a period of time.\n3. Identify whether specific brain areas are activated during high-fidelity simulation.\n\nParticipants will form teams, consisting of three medical trainees from the same specialty training program, that will undergo two high-fidelity simulations based on a clinical scenario relevant to their residency.\n\n* During the simulation, automatic pupillometry will be performed on all team members at the four time points.\n* Additionally, a two-lead ECG will be recorded for all team members at baseline and end of the debriefing\n* One team member will undergo EEG monitoring throughout the entire simulation. The EEG recordings will be sampled at baseline, during the simulation and end of the debriefing.",[266,267,268,269,270,27],"Stress","Pupillometry","High Fidelity Simulation Training","Resident Education","Heart Rate Variability, Biomarker of Stress","2025-04-01",{"date":273,"type":35},"2025-04-08",{"date":275,"type":21},"2025-04",{"date":277,"type":21},"2025-05",{"name":279,"class":42},"Fondazione Policlinico Universitario Agostino Gemelli IRCCS",{"id":281,"slug":282,"hasResults":11,"nctId":283,"briefTitle":284,"officialTitle":285,"acronym":286,"eligibilityCriteria":287,"healthyVolunteers":11,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":288,"targetDuration":4,"studyType":54,"phases":290,"briefSummary":291,"conditions":292,"keywords":294,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":295,"lastUpdatePostDateStruct":296,"startDateStruct":298,"completionDateStruct":300,"leadSponsor":302,"locationsCount":4},"100583173","the-effect-of-simulation-based-training-on-postpartum-haemorrhage-management-skills-100583173","NCT06872879","The EFFECT of SIMULATION-BASED TRAINING on POSTPARTUM HAEMORRHAGE MANAGEMENT SKILLS","The EFFECT of SIMULATION-BASED TRAINING with TWO DIFFERENT REALITY LEVELS on POSTPARTUM HAEMORRHAGE MANAGEMENT SKILLS in NURSING STUDENTS","(SBT)","Inclusion Criteria:\n\n* Volunteering to participate in the research\n* To have a grade point average of 2.00 and above\n\nExclusion Criteria:\n\n* Not participating in all stages of the training programme\n* Incomplete completion of data collection tools\n* Wanting to leave the research.",{"count":289,"type":21},64,[56],"This study was planned to determine the effect of simulation-based training using two different reality levels-visually enhanced mental simulation (VEMS) and hybrid simulation-on postpartum haemorrhage (PPH) management skills in nursing students.",[27,101,293],"Postpartum Hemorrhage",[27,101,293],"2025-03-07",{"date":297,"type":35},"2025-03-12",{"date":299,"type":21},"2025-03-17",{"date":301,"type":21},"2025-04-24",{"name":303,"class":42},"Bandırma Onyedi Eylül University",{"id":305,"slug":306,"hasResults":11,"nctId":307,"briefTitle":308,"officialTitle":309,"acronym":4,"eligibilityCriteria":310,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":311,"targetDuration":4,"studyType":22,"phases":4,"briefSummary":313,"conditions":314,"keywords":319,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":327,"lastUpdatePostDateStruct":328,"startDateStruct":330,"completionDateStruct":332,"leadSponsor":334,"locationsCount":336},"100579141","comparison-of-the-effectiveness-of-high-fidelity-simulation-and-low-fidelity-simulation-in-active-external-bleeding-control-management-of-caregivers-of-elderly-individuals-100579141","NCT06820437","Comparison of the Effectiveness of High Fidelity Simulation and Low Fidelity Simulation in Active External Bleeding Control Management of Caregivers of Elderly Individuals","Comparison of the Effectiveness of High-Fidelity Simulation and Low-Fidelity Simulation in the Management of Active External Bleeding Control by Caregivers of Elderly Individuals","Inclusion Criteria:\n\n* Not having received the theoretical first assessment and first aid training in external bleeding\n* No cognitive and communication problems that can actively participate in the study\n* Not being a health professional\n* Not being a paid caregiver\n\nExclusion Criteria:\n\n* The participant declares that he\u002Fshe wants to leave at any stage of the study\n* Not participating in any of the simulation phases\n* Not participating in the implementation of the data collection tools to be applied",{"count":312,"type":21},30,"The elderly population is increasing worldwide. Due to the increase in the elderly population, emergencies related to ageing are also encountered more frequently. One of these emergencies is trauma in the elderly. Traumas are frequently seen in elderly individuals due to physiological deficiencies related to aging as well as environmental factors. External bleeding caused by trauma is also encountered. If first aid to stop active external bleeding is not administered in a timely and correct manner, death due to bleeding can occur. Nowadays, elderly individuals live either with their families, alone, or in institutions. In the event of external bleeding, either the individual themselves, caregiving family members, or staff at the institution should be able to perform first aid to stop the bleeding.\n\nElderly individuals may not be able to perform first aid due to cognitive and neurological deficiencies. The ability of caregivers to provide first aid can be life-saving. If caregivers of elderly individuals are trained in first aid for external bleeding, they can quickly and correctly administer first aid to stop the bleeding. First aid training often consists of didactic education and demonstrations. A training strategy that ensures knowledge retention and skill acquisition is simulation training. This study aims to evaluate and compare the effectiveness of high-fidelity simulation and low-fidelity (Visually Enhanced Mental Simulation - VEMS) simulation in the skills of caregivers for elderly individuals in managing active external bleeding control.\n\nThe population of the study will consist of non-health professional caregivers of elderly individuals living in Antakya district of Hatay province. The sample size, calculated using the G Power program, has been determined to include 30 caregivers of elderly individuals. The study consists of four main work packages. In the first stage, the simulation environment will be prepared, and in the second stage, a preliminary application of the project will be conducted. In the third stage, the implementation of the research and the completion of checklists will be ensured. For this, volunteer caregivers of elderly individuals will be identified. After theoretical training is given to the participants, they will be assigned to intervention group 1 (VEMS) and intervention group 2 (high-fidelity simulation) using simple randomization. Following a pre-assessment with low-fidelity simulation, participants will undergo simulation training according to their intervention groups. Subsequently, a final assessment will be conducted using the same lowfidelity simulation. In the final stage, data analysis and interpretation of the findings will be carried out. The collected data will be analyzed statistically, and the significance level will be accepted as p\\\u003C0.05. With this study, insight will be provided into the effectiveness of VEMS and high-fidelity simulation in first aid training for active external bleeding for caregivers of elderly individuals. On the other hand, it is planned that the project results will be published in at least one article in journals indexed in the SSCI Expanded.",[27,268,315,316,317,318],"First Aid","Informal Caregivers","Elderly","Bleeding",[320,321,322,323,324,325,326],"Elderly caregivers","external bleeding","elderly","first aid training","simulation","visually enhanced mental simulation","high fidelity simulation","2025-02-05",{"date":329,"type":35},"2025-02-11",{"date":331,"type":21},"2025-02-20",{"date":333,"type":21},"2025-08-20",{"name":335,"class":42},"Mustafa Kemal University",2,{"id":338,"slug":339,"hasResults":11,"nctId":340,"briefTitle":341,"officialTitle":342,"acronym":343,"eligibilityCriteria":344,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":345,"enrollmentInfo":346,"targetDuration":4,"studyType":54,"phases":348,"briefSummary":349,"conditions":350,"keywords":354,"overallStatus":31,"whyStopped":4,"lastUpdateSubmitDate":360,"lastUpdatePostDateStruct":361,"startDateStruct":363,"completionDateStruct":365,"leadSponsor":367,"locationsCount":43},"100566291","virtual-reality-birth-simulator-100566291","NCT06653270","Virtual Reality Birth Simulator","Virtual Reality Simulation Training for Childbirth- a Cluster Randomised Crossover Study","ViVaDeX","Inclusion Criteria:\n\n* Medical students undergoing their 4th year obstetrics and gynaecology clerkship\n\nExclusion Criteria:\n\n* Declined to give consent or to have simulation videotaped","50 Years",{"count":347,"type":21},300,[56],"The investigators compared an in-house developed virtual reality simulator for normal vaginal deliveries with a legacy mannequin-based simulation in a cluster randomised study involving Year 4 medical students undergoing their Ob\u002FGyn clerkship with aims to compare pre- and post-simulation knowledge questionnaire score. As part of a cross-over component, the investigators will also compare feedback scores for each modality and the preferred modality. Ethical approval and waiver of consent has been obtained from the National University of Singapore Institutional Review Board, Reference Number 2020-606.",[351,352,27,353],"Medical Education","Normal Vaginal Delivery","Virtual Reality",[355,356,357,358,359],"Obstetrics","Labour","Vaginal delivery","Simulation training","Medical education","2024-10-20",{"date":362,"type":35},"2024-10-22",{"date":364,"type":35},"2022-07-08",{"date":366,"type":21},"2025-07-30",{"name":368,"class":42},"National University Hospital, Singapore",{"id":370,"slug":371,"hasResults":11,"nctId":372,"briefTitle":373,"officialTitle":374,"acronym":375,"eligibilityCriteria":376,"healthyVolunteers":11,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":377,"targetDuration":4,"studyType":54,"phases":378,"briefSummary":379,"conditions":380,"keywords":388,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":408,"lastUpdatePostDateStruct":409,"startDateStruct":411,"completionDateStruct":413,"leadSponsor":415,"locationsCount":43},"100564942","enhancing-pediatric-acute-care-through-adaptive-e-learning-and-in-person-skills-practice-in-tanzania-100564942","NCT06635733","Enhancing Pediatric Acute Care Through Adaptive E-Learning and In-Person Skills Practice in Tanzania","A Cluster Randomized Controlled Trial of the Pediatric Acute Care Education (PACE) Program Combining Adaptive E-Learning with In-Person Skills Practice in Tanzania","PACE","Inclusion Criteria:\n\n* Healthcare providers actively involved in pediatric care at one of the selected healthcare centers.\n* Completion of core Pediatric Acute Care Education (PACE) adaptive learning modules prior to study participation.\n* Willingness to participate in In-Person Skills Practice (ISP) sessions.\n* Ability to engage with either the Rhapsode Capable™ platform (intervention group) or paper-based ISP methods (control group).\n* Minimum proficiency in written and spoken English.\n\nExclusion Criteria:\n\n* Healthcare providers not involved in pediatric or newborn clinical care at the time of recruitment.\n* Providers unable or unwilling to attend ISP sessions facilitated by clinical champions.\n* Individuals with no prior engagement in the PACE program.\n* Providers with significant technological barriers that prevent the use of the Rhapsode Capable™ platform (for the intervention group only).",{"count":121,"type":21},[56],"The goal of this clinical trial is to evaluate whether the integration of in-person skills practice (ISP) with an adaptive e-learning platform can improve refresher learning progress (RLP) among healthcare providers in pediatric care settings in Tanzania.\n\nThe main questions it aims to answer are:\n\nCan healthcare providers who participate in ISP sessions facilitated by clinical champions achieve greater improvements in refresher learning progress (RLP)? Will providers in the intervention group demonstrate improved metacognition and practical skill performance compared to those in the control group? Researchers will compare healthcare providers using the ISP digital platform (Rhapsode Capable™) to providers using paper-based ISP to see if the digital platform results in significantly higher RLP and fewer skill-based errors.\n\nParticipants will:\n\nComplete adaptive e-learning modules focused on pediatric care topics (e.g., newborn resuscitation, severe malnutrition).\n\nParticipate in ISP sessions where clinical champions provide feedback and assess performance.",[381,382,383,384,385,386,387,27],"Newborn Resuscitation","Severe Malnutrition","Severe Malaria","Severe Pneumonia","Severe Dehydration","In-Service Training","Computer-Assisted Instruction",[389,390,391,392,393,394,395,396,397,398,399,400,401,402,403,404,405,406,407],"Pediatric acute care","Newborn resuscitation","Severe malnutrition in children","Severe malaria treatment","Severe dehydration management","Pediatric pneumonia care","In-person skills practice (ISP)","Adaptive e-learning for healthcare providers","Clinical skills training in low-resource settings","Health provider education","Clinical champions","Tanzania healthcare providers","Pediatric emergency training","Blended learning in pediatric care","Refresher learning progress (RLP)","Cluster randomized controlled trial (RCT)","Rhapsode Capable™ platform","Skills assessment in pediatric care","Continuous professional development (CPD) for healthcare providers","2024-10-08",{"date":410,"type":35},"2024-10-10",{"date":412,"type":21},"2025-01-06",{"date":414,"type":21},"2026-12-01",{"name":416,"class":42},"Stanford University",{"id":418,"slug":419,"hasResults":11,"nctId":420,"briefTitle":421,"officialTitle":422,"acronym":4,"eligibilityCriteria":423,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":424,"targetDuration":4,"studyType":54,"phases":426,"briefSummary":427,"conditions":428,"keywords":4,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":433,"lastUpdatePostDateStruct":434,"startDateStruct":436,"completionDateStruct":438,"leadSponsor":440,"locationsCount":43},"100552385","integrated-learning-support-system-based-on-immersive-simulated-training-for-nursing-students-100552385","NCT06472401","Integrated Learning Support System Based on Immersive Simulated Training for Nursing Students","Integrated Learning Support System Based on Immersive Simulated Training for Nursing Students: Randomized Controlled Trial","Inclusion Criteria:\n\n* Be aged ≥ 18 years old;\n* Students enrolled in the last two years of the undergraduate nursing course;\n* Students who have self-declared internet access in their homes to complete the course's online modules.\n\nExclusion Criteria:\n\n* Students who have previous training and\u002For professional experience in the health area;\n* Students who do not complete at least 75% of the workload of the proposed course.",{"count":425,"type":21},95,[56],"This study aims to evaluate the effectiveness of an Integrated Learning Support System (ILSS) in preparing undergraduate nursing students for immersive simulated training in managing drug-induced nephrotoxicity. The study hypothesizes that the ILSS, which accommodates different learning styles, will be more effective in reducing stress and anxiety compared to the standard learning model (SLM). The research will involve a parallel randomized controlled trial with 96 students from two Brazilian institutions. The students will be divided into control and experimental groups, with the latter using the ILSS in addition to SLM during preparation. The study will assess outcomes such as knowledge acquisition, skill development, and stress reduction using various instruments, including the Lasater Clinical Judgment Rubric and DASS-21. The study's findings aim to validate the ILSS as a tool to enhance learning outcomes and reduce stress and anxiety, thereby promoting better professional development and patient safety in nursing practice.",[27,429,430,431,432],"Learning","Educational Technology","Nephrotoxicity","Physiological Stress","2024-07-29",{"date":435,"type":35},"2024-07-31",{"date":437,"type":21},"2024-08-01",{"date":439,"type":21},"2025-12",{"name":441,"class":42},"University of Brasilia",{"id":443,"slug":444,"hasResults":11,"nctId":445,"briefTitle":446,"officialTitle":447,"acronym":4,"eligibilityCriteria":448,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":449,"targetDuration":4,"studyType":54,"phases":451,"briefSummary":452,"conditions":453,"keywords":456,"overallStatus":31,"whyStopped":4,"lastUpdateSubmitDate":457,"lastUpdatePostDateStruct":458,"startDateStruct":460,"completionDateStruct":462,"leadSponsor":464,"locationsCount":43},"100551030","the-effect-of-simulation-method-on-self-confidence-and-stress-levels-in-nursing-students-100551030","NCT06454786","The Effect of Simulation Method on Self-Confidence and Stress Levels in Nursing Students","The Effect of Training Given by Simulation Method on the Self-confidence and Stress Levels of Nursing Students in Patient Intervention","Inclusion Criteria:\n\n* Volunteering to participate in the research, being a senior nursing student\n\nExclusion Criteria:\n\n* Not participating in any simulation training",{"count":450,"type":21},90,[56],"The aim of this study was to determine the impact of training provided through simulation method on self-confidence and stress levels in nursing students during patient intervention.",[27,454,455,266],"Nursing Student","Self Confidence",[27,454,455,266],"2024-07-28",{"date":459,"type":35},"2024-07-30",{"date":461,"type":35},"2024-06-06",{"date":463,"type":21},"2024-08-20",{"name":465,"class":42},"Seher Yurt",{"id":467,"slug":468,"hasResults":11,"nctId":469,"briefTitle":470,"officialTitle":470,"acronym":471,"eligibilityCriteria":472,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":473,"targetDuration":4,"studyType":54,"phases":474,"briefSummary":475,"conditions":476,"keywords":4,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":461,"lastUpdatePostDateStruct":479,"startDateStruct":481,"completionDateStruct":483,"leadSponsor":485,"locationsCount":4},"100550886","progressive-structured-simulation-based-surgical-training-program-process---open-vascular-surgery-100550886","NCT06452901","PROgressive struCturEd Simulation-based Surgical Training Program (PROCESS) - Open Vascular Surgery","PROCESS","Inclusion Criteria:\n\n* Vascular Surgery, Cardiothoracic Surgery, and General Surgery residents.\n* Over 18 years old.\n\nExclusion Criteria:\n\n* Serious illnesses, such as advanced cancer, decompensated cardiovascular diseases, or severe neurological disorders, could be exclusion criteria due to concerns about the participant's safety and ability to complete the study.\n* Participants who have known allergies to components of the interventions or have experienced severe adverse reactions in the past will be excluded from the study.\n* Any medical condition that could interfere with the participant's ability to complete assessments or follow study guidelines could be a reason for exclusion. This could include, for example, severe physical disabilities or illnesses requiring continuous hospitalization.\n* Individuals who cannot provide valid informed consent due to cognitive issues, mental impairment, or legal incapacity will be excluded from the study.\n* Individuals who have had prior exposure to structured simulation programs in vascular surgery will be excluded. Previous familiarity with simulation could influence study outcomes, introducing a prior learning bias that could distort the assessment of the intervention's effectiveness.",{"count":262,"type":21},[56],"A triple-arm, randomized, simple-blinded clinical trial will be conducted. A control sequence and an intervention sequence of three subgroups with different exposure levels to the simulation program are proposed. Group 1: open abdominal aortic repair (AAOR), Group 2: vascular anastomosis (VA) and AAOR, and Group 3: specific micro-surgical skills, VA and AAOR. Surgical residents of general, vascular, or cardiovascular surgery programs will be included. Sample size calculation resulted in 45 participants, 15 in each group. Simple blinding will involve external evaluators. Randomization will occur as a simple randomization.",[477,478,27],"Vascular Diseases","Competency-Based Education",{"date":480,"type":35},"2024-06-11",{"date":482,"type":21},"2024-07-21",{"date":484,"type":21},"2025-01-15",{"name":486,"class":42},"Fundación Cardioinfantil Instituto de Cardiología"]