[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"student-education\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:student-education":27},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,5,0,[8,44,75,104,132],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":19,"targetDuration":4,"studyType":22,"phases":23,"briefSummary":25,"conditions":26,"keywords":28,"overallStatus":32,"whyStopped":4,"lastUpdateSubmitDate":33,"lastUpdatePostDateStruct":34,"startDateStruct":37,"completionDateStruct":39,"leadSponsor":41,"locationsCount":4},"100636018","the-effect-of-escape-room-based-elimination-training-on-student-outcomes-100636018",false,"NCT07560228","The Effect of Escape Room-Based Elimination Training on Student Outcomes","The Effect of Escape Room Games Used in Elimination Care Training on Nursing Students' Levels of Knowledge, Skills, Motivation, and Satisfaction","Inclusion Criteria:\n\n* Being a second-year student enrolled in the Nursing Department.\n* Taking the Nursing Fundamentals course for the first time.\n* Not having previously received practical training or experience in an \"Educational Escape Room.\"\n* Volunteering to participate in the study and providing written informed consent.\n* Being available to attend all training sessions (both theoretical and practical) during the study period.\n\nExclusion Criteria:\n\n* Students who are repeating the Nursing Fundamentals course.\n* Students who have transferred from another nursing program and have already completed elimination care training.\n* Students with physical disabilities or health conditions that prevent them from participating in the physical activities of the escape room.\n* Students who have professional experience as a nurse or health technician (e.g., those who graduated from vocational health high schools and worked in the field).\n* Students who do not complete the initial theoretical training or miss the pre-test assessments.",true,"ALL","18 Years",{"count":20,"type":21},60,"ESTIMATED","INTERVENTIONAL",[24],"NA","This clinical trial aims to find out if playing an \"educational escape room\" game helps nursing students better learn how to manage patient elimination (urinary and bowel care). The study looks at how this game affects students' knowledge, hands-on skills, their desire to learn (motivation), and how happy they are with the training (satisfaction).\n\nThe main questions the researchers want to answer are:\n\nDoes the escape room game help students understand the rules and steps of elimination care better than traditional lessons?\n\nDoes this method improve students' practical skills in tasks like inserting catheters, giving enemas, and performing stoma care?\n\nHow does the game affect students' motivation to learn and their overall satisfaction with the nursing program?\n\nResearchers will compare students who use the educational escape room with students who learn through traditional methods to see if the game makes a real difference in their performance.\n\nParticipants in this study will:\n\nLearn the theory behind bowel and bladder care (such as enemas and catheterization).\n\nWork in small groups to solve puzzles and find clues inside a themed room to complete patient care tasks.\n\nTake knowledge tests and practical \"skill exams\" after the training.\n\nFill out surveys about how motivated they felt and how much they enjoyed the learning experience.",[27],"Student Education",[29,30,31],"NURSING","ESCAPE ROOM","EDUCATION","NOT_YET_RECRUITING","2026-04-24",{"date":35,"type":36},"2026-05-01","ACTUAL",{"date":38,"type":21},"2026-04-27",{"date":40,"type":21},"2026-12-31",{"name":42,"class":43},"Ataturk University","OTHER",{"id":45,"slug":46,"hasResults":11,"nctId":47,"briefTitle":48,"officialTitle":49,"acronym":4,"eligibilityCriteria":50,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":51,"enrollmentInfo":52,"targetDuration":4,"studyType":22,"phases":54,"briefSummary":55,"conditions":56,"keywords":60,"overallStatus":32,"whyStopped":4,"lastUpdateSubmitDate":67,"lastUpdatePostDateStruct":68,"startDateStruct":70,"completionDateStruct":71,"leadSponsor":73,"locationsCount":4},"100634558","comparison-of-peer-role-playing-based-simulation-with-case-based-learning-in-physical-therapy-education-100634558","NCT07541248","Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Education","A Semi-Experimental Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Undergraduate Education","Inclusion Criteria:\n\n* Current enrollment as a senior (4th-year) undergraduate student in the Department of Physiotherapy and Rehabilitation at Istanbul Medipol University.\n* Active participation in the \"Clinical Problem Solving\" course.\n* Voluntary agreement to participate and signing of the informed consent form.\n\nExclusion Criteria:\n\n* Students who have previously taken the \"Clinical Problem Solving\" course or a similar simulation-based elective.\n* Failure to attend more than 20% of the 12-week course sessions.","30 Years",{"count":53,"type":21},200,[24],"This study primarily aims to evaluate the impact of a 12-week peer role-play simulation model on the professional development of undergraduate physiotherapy students. Unlike traditional teacher-led case discussions, this study explores the effect of active participation in clinical scenarios, in which students alternate between the roles of 'clinician' and 'patient', on their academic achievement, self-efficacy and perceived clinical readiness. Specifically, the study aims to determine whether this interactive, low-cost pedagogical approach is a superior alternative to conventional lecture-based methods for preparing students for real-world clinical environments, particularly in high-enrolment academic settings.",[57,58,59,27],"Physiotherapy and Rehabilitation","Clinical Reasoning","Simulation Based Learning",[61,58,62,63,64,65,66],"Physiotherapy Education","Simulation-Based Learning","Clinical Competence","Peer Role-Play","Health Profession Students","Self-Efficacy","2026-04-14",{"date":69,"type":36},"2026-04-21",{"date":35,"type":21},{"date":72,"type":21},"2026-07-01",{"name":74,"class":43},"Istanbul Medipol University Hospital",{"id":76,"slug":77,"hasResults":11,"nctId":78,"briefTitle":79,"officialTitle":80,"acronym":4,"eligibilityCriteria":81,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":82,"targetDuration":4,"studyType":22,"phases":84,"briefSummary":85,"conditions":86,"keywords":89,"overallStatus":93,"whyStopped":4,"lastUpdateSubmitDate":94,"lastUpdatePostDateStruct":95,"startDateStruct":97,"completionDateStruct":99,"leadSponsor":101,"locationsCount":103},"100593788","effectiveness-of-artificial-intelligence-based-educational-approach-in-developing-clinical-reasoning-skills-100593788","NCT07010991","Effectiveness of Artificial Intelligence Based Educational Approach in Developing Clinical Reasoning Skills","Effectiveness of Artificial Intelligence Based Educational Approach in Developing Clinical Reasoning Skills in Physiotherapy Students","Inclusion Criteria:\n\n* Being an undergraduate student\n* Being voluntary to attend to the courses\n\nExclusion Criteria:\n\n* Not attending to the sessions on time\n* Being a 4th grade student who already took and learned the process of clinical problem solving\n* Want to recruit to study during the study process",{"count":83,"type":21},40,[24],"In the context of this study, the 2nd and 3rd grade undergraduate students in Medipol University, Department of Physiotherapy and Rehabilitation, will taken into an education program to increase and assess their theoretical knowledge level, clinical decision-making skills and attitudes towards interactive learning with artificial intelligence by applying the ChatGPT-supported PBL module and the results will be compared with traditional teaching methods.",[87,88,27],"Student","Student Engagement",[87,90,91,92],"Education","Artificial intelligence","Decision Making","RECRUITING","2025-05-30",{"date":96,"type":36},"2025-06-08",{"date":98,"type":36},"2025-05-14",{"date":100,"type":21},"2025-09-10",{"name":102,"class":43},"Medipol University",1,{"id":105,"slug":106,"hasResults":11,"nctId":107,"briefTitle":108,"officialTitle":108,"acronym":109,"eligibilityCriteria":110,"healthyVolunteers":16,"sex":17,"minAge":111,"maxAge":4,"enrollmentInfo":112,"targetDuration":4,"studyType":22,"phases":114,"briefSummary":115,"conditions":116,"keywords":4,"overallStatus":93,"whyStopped":4,"lastUpdateSubmitDate":123,"lastUpdatePostDateStruct":124,"startDateStruct":126,"completionDateStruct":128,"leadSponsor":130,"locationsCount":103},"100584514","a-service-learning-program-for-comprehensive-geriatric-assessment-and-health-promotion-in-older-adults-100584514","NCT06890325","A Service-Learning Program for Comprehensive Geriatric Assessment and Health Promotion in Older Adults","GEROS","Inclusion Criteria:\n\nA) For users:\n\n* Any person aged 60 or older who can move to the facility (Faculty of Health Sciences and Welfare) independently or accompanied by a caregiver.\n\nB) For students:\n\n* Students from Nursing, Physiotherapy, Nutrition and Dietetics, Occupational Therapy and Psychology degrees of UVic-UCC.\n\nExclusion Criteria:\n\n* For users: Individuals institutionalized in a long-term care institution.","60 Years",{"count":113,"type":21},100,[24],"The GEROS Project aims to develop and implement a Service-Learning (S-L) program that integrates Comprehensive Geriatric Assessment (CGA) and health promotion, for students at the Faculty of Health Sciences and Welfare at the University of Vic - Central University of Catalonia (UVic-UCC). This initiative engages university students, healthcare professionals, and older adults (60+) in a participatory, intergenerational approach that fosters mutual learning and community engagement.\n\nThe study follows a non-experimental mixed-method design, involving students from Nursing, Physiotherapy, Human Nutrition and Dietetics, Occupational Therapy, and Psychology. Participants include older adults (60+) who can independently travel to the university.\n\nThe project is integrated into different subjects, in groups of 4-5 students, participants conduct a Comprehensive Geriatric Assessment (CGA), evaluating frailty using VIG-Frail, intrinsic capacity with ICOPE, quality of life with EUROQOL 5D-5L, and specific health indicators with Nursing Outcomes Classification (NOC).\n\nTo assess the program's effectiveness, several outcome measures will be analyzed including students' perceived knowledge, competencies, and skills, as well as older adults' awareness of their health status, lifestyle, and risk factors. Additionally, the satisfaction levels of both will be evaluated. The items will be evaluated using a 1-5 Likert Scale, and the analysis will be conducted with SPSS. Data recording will be carried out through REDCap.\n\nThe GEROS Project aligns with the United Nations' Sustainable Development Goals (SDGs), specifically SDG 3 (Good Health and Well-being) and SDG 10 (Reduced Inequalities). By offering care to the aging population and providing them with personalized health recommendations, the project promotes preventive strategies, active aging, and intergenerational learning.\n\nFurthermore, GEROS integrates innovative educational methodologies, encouraging experiential learning, collaboration with healthcare professionals, and the development of practical skills in real-world contexts. The program's scalability and adaptability could serve as a model for other universities and healthcare institutions aiming to enhance geriatric care through service-learning initiatives.",[117,118,119,120,121,122,27],"Frailty","Older People","Comprehensive Geriatric Assessment","Health Promotion","SERVICE LEARNING","Students","2025-03-19",{"date":125,"type":36},"2025-03-24",{"date":127,"type":36},"2024-11-11",{"date":129,"type":21},"2025-12-20",{"name":131,"class":43},"University of Vic - Central University of Catalonia",{"id":133,"slug":134,"hasResults":11,"nctId":135,"briefTitle":136,"officialTitle":137,"acronym":4,"eligibilityCriteria":138,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":139,"targetDuration":4,"studyType":141,"phases":4,"briefSummary":142,"conditions":143,"keywords":144,"overallStatus":93,"whyStopped":4,"lastUpdateSubmitDate":149,"lastUpdatePostDateStruct":150,"startDateStruct":152,"completionDateStruct":154,"leadSponsor":156,"locationsCount":103},"100524190","systematic-evaluation-of-psychotherapy-training-supervision-student-learning-and-patient-outcomes-100524190","NCT06105502","Systematic Evaluation of Psychotherapy Training: Supervision, Student Learning, and Patient Outcomes","Systematic Evaluation of Psychotherapy Training: Impact of Supervision and Training on Student Learning and Patient Outcomes","Inclusion Criteria:\n\n* Students at one of the following courses\u002Fprograms: Primary training in evidence-based psychotherapeutic methods (three semesters) and specialty trainee (ST) for doctors in child, adolescent, and adult psychiatry (two semesters), the postgraduate psychotherapist program (six semesters), and the specialist training program for clinical psychologists (six semesters).\n* Clinical supervisors for the students in the abovementioned courses\u002Fprograms.\n* Patients in psychotherapy with students in the abovementioned courses\u002Fprograms as therapists. The patients are regular patients at public health care facilities in psychiatry and primary care.\n* Students, supervisors, and patients must consent to inclusion.\n\nExclusion Criteria:\n\n* No exclusion criteria are applied.",{"count":140,"type":21},417,"OBSERVATIONAL","The project is a longitudinal observation study that aims to systematically evaluate selected parts of the material collected within the framework of the psychotherapy training conducted at the Center of Psychotherapy Education and Research unit at Karolinska Institutet and Region Stockholm, Sweden. Students at the unit, patients being administered psychotherapy by the students, and supervisors will participate in the study.\n\nThe aim of the present study is to investigate the associations between (1) content and quality of psychotherapy supervision, (2) student therapists' competence, and (3) patient outcomes following student-led psychotherapy.",[27],[145,146,147,148],"psychotherapy","supervision","student learning","patient outcomes","2024-11-21",{"date":151,"type":36},"2024-11-25",{"date":153,"type":36},"2023-12-01",{"date":155,"type":21},"2028-05",{"name":157,"class":158},"Region Stockholm","OTHER_GOV"]