[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"simulation\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:simulation":28},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,5,0,[8,42,69,91,115],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":19,"enrollmentInfo":20,"targetDuration":4,"studyType":23,"phases":24,"briefSummary":26,"conditions":27,"keywords":4,"overallStatus":29,"whyStopped":4,"lastUpdateSubmitDate":30,"lastUpdatePostDateStruct":31,"startDateStruct":34,"completionDateStruct":36,"leadSponsor":38,"locationsCount":41},"100582969","scenario-based-simulation-100582969",false,"NCT06870227","Scenario-Based Simulation","Effect of Scenario-Based Simulation on Clinical Learning, Confidence and Satisfaction of Midwifery Students in Management of Eclampsia Crisis in Labor","Inclusion Criteria:\n\n* Volunteer to participate in the study\n* Take the Obstetric Emergencies course\n\nExclusion Criteria:\n\n* Not volunteering to participate in the study\n* Not taking the obstetric emergencies course",true,"FEMALE","18 Years","40 Years",{"count":21,"type":22},90,"ESTIMATED","INTERVENTIONAL",[25],"NA","The aim of this study is to determine the effect of Scenario-Based Simulation on Clinical Learning, Confidence and Satisfaction of Midwifery Students in Management of Eclampsia Crisis in Labor",[28],"Simulation","RECRUITING","2026-02-16",{"date":32,"type":33},"2026-02-18","ACTUAL",{"date":35,"type":33},"2025-12-01",{"date":37,"type":22},"2026-03-01",{"name":39,"class":40},"Ondokuz Mayıs University","OTHER",1,{"id":43,"slug":44,"hasResults":11,"nctId":45,"briefTitle":46,"officialTitle":47,"acronym":4,"eligibilityCriteria":48,"healthyVolunteers":16,"sex":49,"minAge":4,"maxAge":4,"enrollmentInfo":50,"targetDuration":4,"studyType":23,"phases":52,"briefSummary":53,"conditions":54,"keywords":58,"overallStatus":29,"whyStopped":4,"lastUpdateSubmitDate":60,"lastUpdatePostDateStruct":61,"startDateStruct":63,"completionDateStruct":65,"leadSponsor":67,"locationsCount":41},"100567305","the-effect-of-the-operating-room-environment-on-patients-experienced-with-virtual-reality-glasses-before-surgery-100567305","NCT06666465","The Effect of the Operating Room Environment on Patients Experienced With Virtual Reality Glasses Before Surgery","Operating Room Environment Experienced by Patients With Virtual Reality Glasses Before Surgery The Effect of Surgical Experience on the Level of Surgical Fear and Perceptions of Care","Inclusion Criteria:\n\n* Being 18 years or older\n* Agreeing to participate in the research\n* Having elective cholecystectomy surgery\n* Knowledge of Turkish and no communication barriers\n* Having surgery for the first time and not having seen the operating room environment\n\nExclusion Criteria:\n\n* Being 18 years of age or younger\n* Refusal to participate in the research\n* Having undergone surgery and having seen the operating room environment before Not knowing Turkish and having any communication barrier","ALL",{"count":51,"type":22},60,[25],"This study was planned as a randomized controlled experimental study with a pretest-posttest design to examine the effect of the operating room environment experience of preoperative patients using virtual reality glasses on the patients' preoperative surgical fear level and care perceptions.",[55,56,57,28],"Clinical Practice","Virtual Reality","Nursing Care",[59],"Clinical practice","2025-03-21",{"date":62,"type":33},"2025-03-24",{"date":64,"type":33},"2024-08-15",{"date":66,"type":22},"2025-12-20",{"name":68,"class":40},"Saglik Bilimleri Universitesi",{"id":70,"slug":71,"hasResults":11,"nctId":72,"briefTitle":73,"officialTitle":74,"acronym":4,"eligibilityCriteria":75,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":76,"enrollmentInfo":77,"targetDuration":4,"studyType":23,"phases":78,"briefSummary":79,"conditions":80,"keywords":4,"overallStatus":81,"whyStopped":4,"lastUpdateSubmitDate":82,"lastUpdatePostDateStruct":83,"startDateStruct":85,"completionDateStruct":87,"leadSponsor":89,"locationsCount":4},"100580056","alternative-birth-positions-during-the-second-stage-100580056","NCT06832332","Alternative Birth Positions During the Second Stage","Midwifery Students' Experiences and Opinions on Alternative Birthing Positions in the Second Stage of Labor","Inclusion Criteria:\n\n* Continuing their third year in the 2024-2025 Spring semester,\n* Students who have passed the normal birth management course\n\nExclusion Criteria:\n\n* Students who fail the normal birth management course","35 Years",{"count":51,"type":22},[25],"Simulation training provided before clinical practice at many universities helps students feel confident and well prepared for the clinical environment. Simulation-based learning not only improves professional competence in midwifery educators but also equips and empowers midwifery students in practice. In undergraduate midwifery education, students are provided obstetric skills training on electronic fetal monitoring (EFM), delivery management, shoulder dystocia, postpartum hemorrhage, breech delivery, umbilical cord prolapse and perineal repair (incision and episiotomy). It has been determined that simulation-based training positively affects the perceived readiness of the participants. It is emphasized that health personnel should be encouraged to freely choose birth positions and be informed about the risks and benefits of upright and supine positions. This study will be conducted to evaluate the effect of midwifery students' use of alternative birth positions in the second stage of labor on students' anxiety, self-efficacy, skill and knowledge levels.",[28],"NOT_YET_RECRUITING","2025-02-12",{"date":84,"type":33},"2025-02-18",{"date":86,"type":22},"2025-02-20",{"date":88,"type":22},"2025-03-30",{"name":90,"class":40},"Burdur Mehmet Akif Ersoy University",{"id":92,"slug":93,"hasResults":11,"nctId":94,"briefTitle":95,"officialTitle":96,"acronym":4,"eligibilityCriteria":97,"healthyVolunteers":11,"sex":49,"minAge":4,"maxAge":4,"enrollmentInfo":98,"targetDuration":4,"studyType":23,"phases":100,"briefSummary":101,"conditions":102,"keywords":104,"overallStatus":29,"whyStopped":4,"lastUpdateSubmitDate":106,"lastUpdatePostDateStruct":107,"startDateStruct":109,"completionDateStruct":111,"leadSponsor":113,"locationsCount":41},"100523184","does-teaching-before-or-after-simulation-improve-learning-100523184","NCT06092320","Does Teaching Before or After Simulation Improve Learning?","Outcome of a Lecture Before vs After Simulation-based Education on Pediatric Status Epileptics: A Randomized Controlled Pilot Trial","Inclusion Criteria:\n\n\\- Second year medical student at the University of British Columbia\n\nExclusion Criteria:\n\n\\- None",{"count":99,"type":22},40,[25],"The goal of the randomized educational intervention study is to test whether simulation preceding didactic teaching leads to improved knowledge and performance retention compared to a didactic lecture proceeding simulation for medical students\n\nParticipants will be randomized to one of two different groups with reverse orders for simulation and lectures.\n\nResearchers will compare each group to see which way is better for learning.",[103,28],"Medical Education",[103,28,105],"Pediatrics","2024-07-03",{"date":108,"type":33},"2024-07-05",{"date":110,"type":33},"2023-09-20",{"date":112,"type":22},"2025-06",{"name":114,"class":40},"University of British Columbia",{"id":116,"slug":117,"hasResults":11,"nctId":118,"briefTitle":119,"officialTitle":120,"acronym":4,"eligibilityCriteria":121,"healthyVolunteers":16,"sex":49,"minAge":18,"maxAge":4,"enrollmentInfo":122,"targetDuration":4,"studyType":23,"phases":124,"briefSummary":125,"conditions":126,"keywords":129,"overallStatus":81,"whyStopped":4,"lastUpdateSubmitDate":134,"lastUpdatePostDateStruct":135,"startDateStruct":137,"completionDateStruct":139,"leadSponsor":141,"locationsCount":4},"100552438","comparison-of-using-a-video-vs-a-text-to-improve-secure-communication-during-a-crisis-in-anesthesia-100552438","NCT06473090","Comparison of Using a Video vs. a Text to Improve Secure Communication During a Crisis in Anesthesia","Comparison of Using a Video vs. Text to Improve Learning of Secure Communication During a Crisis in Anesthesia: A Multicenter Randomized Controlled Study in Simulation","Inclusion Criteria:\n\n* anesthesia residents and\u002For nurse anesthetists who have used one of the educational supports and then actively participated in the simulation scenarios.\n\nExclusion Criteria:\n\n* technical problem video\n* declines active participation in the session",{"count":123,"type":22},80,[25],"Poor team communication in the OR is associated with increased postoperative morbidity and mortality. Thus, experts recommend that the healthcare team in a crisis situation use secure and standardized communication to improve the quality and safety of care. Secure and standardized communication involves clear, concise, and unambiguous language. Methods of secure communication include closed-loop communication (CLC), precise and complete communication (direct, full dosage), and the use of the SBAR tool. To improve healthcare professionals' communication, it is essential to use effective educational tools. Traditionally, lectures or reading articles were the standard methods. The use of video as a tool for knowledge and skills transfer seems promising. The objective is to compare the learning of secure communication in crisis situations in anesthesia after using two different educational supports: a text versus an educational video.\n\nA prospective, multicenter, controlled, and randomized study will be conducted during high-fidelity simulation sessions in anesthesia, comparing a group using a text-type educational support versus a group using an educational video. It will take place in simulation centers. Voluntary participants will be anesthesia and critical care residents and\u002For nurse anesthetists who have used one of the educational supports and then actively participated in the simulation scenarios. After their consent, participants will be randomized into two groups:\n\n* Text group: Participants will read a text-type educational support for 15 minutes at the beginning of the session before their involvement in 2 high-fidelity crisis simulation scenarios.\n* Video group: Participants will watch a 15-minute educational video at the beginning of the session before their involvement in the 2 high-fidelity simulation scenarios.\n\nThe primary endpoint will be to compare the total number of correct secure communication events during the crisis between the 2 groups, which includes: a) Number of correctly performed SBAR b) Number of correctly or partially performed closed-loop communications (CLC) c) Number of directive verbal orders d) Number of correct medication dosages. This evaluation will be based on video recordings of the 2 scenarios assessed by 2 independent, blinded experts (external evaluation of a team's secure communication skills (Kirkpatrick level 2). This composite score is based on various secure communication methods described in the literature and recommended by experts. The number of verbal orders per scenario will also be recorded.\n\nThe secondary endpoint will be to evaluate each item independently, the proportion of CLC per verbal order, satisfaction with the educational tool (Kirkpatrick level 1), and the perception of learning in terms of secure communication (1 to 10 Likert scale, Kirkpatrick level 2). Participants' characteristics will also be collected.",[28,127,128],"Education","Communication",[128,130,131,132,133],"education","simulation","anesthesia","video","2024-06-18",{"date":136,"type":33},"2024-06-25",{"date":138,"type":22},"2024-06-26",{"date":140,"type":22},"2025-08-01",{"name":142,"class":40},"Université Paris-Sud"]