[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"students-nursing\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:students-nursing":29},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,4,0,[8,53,79,113],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":15,"eligibilityCriteria":16,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":20,"targetDuration":4,"studyType":23,"phases":24,"briefSummary":26,"conditions":27,"keywords":34,"overallStatus":41,"whyStopped":4,"lastUpdateSubmitDate":42,"lastUpdatePostDateStruct":43,"startDateStruct":46,"completionDateStruct":48,"leadSponsor":50,"locationsCount":4},"100638527","developing-disability-awareness-attitude-and-empathy-in-nursing-students-100638527",false,"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",true,"ALL","18 Years",{"count":21,"type":22},66,"ESTIMATED","INTERVENTIONAL",[25],"NA","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",[28,29,30,31,32,33],"Simulation Training","Students, Nursing","Attitude","Empathy Skills","Disabled People","Awareness and Knowledge Level",[35,36,37,38,39,40],"simulation training","nursing students","attitude","empathy","disabled people","awareness","NOT_YET_RECRUITING","2026-05-31",{"date":44,"type":45},"2026-06-03","ACTUAL",{"date":47,"type":22},"2026-09-15",{"date":49,"type":22},"2027-06",{"name":51,"class":52},"Baskent University","OTHER",{"id":54,"slug":55,"hasResults":11,"nctId":56,"briefTitle":57,"officialTitle":57,"acronym":4,"eligibilityCriteria":58,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":59,"targetDuration":4,"studyType":23,"phases":61,"briefSummary":62,"conditions":63,"keywords":4,"overallStatus":68,"whyStopped":4,"lastUpdateSubmitDate":69,"lastUpdatePostDateStruct":70,"startDateStruct":72,"completionDateStruct":74,"leadSponsor":76,"locationsCount":78},"100612078","the-effect-of-a-transtheoretical-model-based-educational-intervention-on-first-year-nursing-students-hpv-knowledge-health-beliefs-and-vaccination-behavior-intentions-100612078","NCT07248904","The Effect of a Transtheoretical Model-Based Educational Intervention on First-Year Nursing Students' HPV Knowledge, Health Beliefs, and Vaccination Behavior Intentions","Inclusion Criteria:\n\n* First-year students enrolled in the Nursing Department of the Faculty of Health Sciences\n* Provide written informed consent to participate\n* Agree to attend all educational sessions and data collection appointments during the study period\n* Have sufficient Turkish literacy to read and understand study materials\n* Have not previously received any comprehensive education about HPV infection or HPV vaccination\n\nExclusion Criteria:\n\n* Students who do not agree to participate in the study\n* Students who do not provide written informed consent",{"count":60,"type":22},88,[25],"The purpose of this study is to examine the impact of a structured educational program based on the Transtheoretical Model (TTM) on HPV knowledge, health beliefs, and vaccination behavioral intentions among first-year nursing students. The study will also evaluate how the intervention affects students' HPV vaccine readiness compared to the TTM.\n\nThe primary questions addressed by the study are:\n\n* Does the TTM-based educational intervention increase students' knowledge about HPV and the HPV vaccine?\n* Does the program change students' health beliefs regarding susceptibility, severity, benefits, and barriers to HPV and the HPV vaccine?\n* Does the program improve students' intentions and readiness to receive the HPV vaccine?\n* Do students move to a higher behavioral readiness stage (from Precontemplation to Contemplation, Preparation, Action, or Maintenance) after the intervention?\n\nThe researcher will compare the TTM-based educational intervention with a control group that did not receive structured education to determine whether a personalized, stage-based approach is more effective in improving HPV-related outcomes among nursing students.\n\nParticipants will:\n\n* Complete baseline questionnaires measuring HPV knowledge, health beliefs, and vaccination intention.\n* The experimental group (intervention group) will receive personalized TTM-based education, face-to-face instruction in modules aligned with the five TTM phases (Precontemplation, Contemplation, Preparation, Action, and Maintenance).\n* The experimental group will participate in educational sessions designed to raise awareness, correct misinformation, support decision-making, and encourage protective behaviors.\n* The control group will not receive any educational program.\n* All participants in the experimental and control groups will complete the same questionnaires again to assess changes after the intervention.\n\nThe TTM-based educational intervention provides:\n\n* Staged counseling\n* Information about HPV and the HPV vaccine\n* Activities to raise awareness, strengthen motivation, and support vaccination adoption\n* Personalized feedback based on student readiness\n* Structured modules focusing on knowledge, belief, and behavior change strategies\n\nThe study population included first-year nursing students enrolled in the Faculty of Health Sciences. A total of 88 participants will be recruited and randomly assigned to either the intervention (n=44) or control (n=44) groups through simple randomization.\n\nThe results of this study are expected to contribute to the development of evidence-based education strategies in nursing, support of behavioral change models in health education, and strengthen the role of future nurses in HPV prevention, vaccine advocacy, and public health practice.",[64,65,66,29,67],"Human Papillomavirus (HPV)","Papillomavirus Vaccines","Health Knowledge, Attitudes, Practice","Health Behavior","RECRUITING","2026-03-26",{"date":71,"type":45},"2026-03-27",{"date":73,"type":45},"2026-01-16",{"date":75,"type":22},"2026-04-30",{"name":77,"class":52},"Cukurova University",2,{"id":80,"slug":81,"hasResults":11,"nctId":82,"briefTitle":83,"officialTitle":84,"acronym":4,"eligibilityCriteria":85,"healthyVolunteers":11,"sex":18,"minAge":19,"maxAge":86,"enrollmentInfo":87,"targetDuration":4,"studyType":23,"phases":89,"briefSummary":90,"conditions":91,"keywords":96,"overallStatus":41,"whyStopped":4,"lastUpdateSubmitDate":103,"lastUpdatePostDateStruct":104,"startDateStruct":106,"completionDateStruct":108,"leadSponsor":110,"locationsCount":112},"100628900","the-effect-of-digital-storytelling-on-nursing-students-nursing-process-education-100628900","NCT07467655","THE EFFECT OF DIGITAL STORYTELLING ON NURSING STUDENTS' NURSING PROCESS EDUCATION","THE EFFECT OF DIGITAL STORYTELLING ON NURSING STUDENTS' NURSING PROCESS EDUCATION: AN EXPERIMENTAL STUDY","Inclusion Criteria:\n\n* Undergraduate nursing students enrolled in the Nursing Fundamentals I course for the first time\n* Students who attend and complete all educational activities related to the course\n* Students who voluntarily agree to participate in the study\n\nExclusion Criteria:\n\n* Graduates of a health vocational high school\n* Students who report prior knowledge or formal education related to the nursing process\n* Students who are currently employed in any healthcare institution","45 Years",{"count":88,"type":22},104,[25],"Study Type: Randomized Controlled Experimental Study\n\nPurpose:\n\nThis study aims to evaluate the effects of digital storytelling-enhanced nursing process education on nursing students' knowledge, nursing process competency, and clinical reasoning skills. The nursing process, which includes assessment, diagnosis, planning, implementation, and evaluation, forms the foundation of evidence-based and holistic care. However, the literature indicates that nursing students often face difficulties in assessment, prioritization, and individualization of care interventions and frequently apply the process mechanically.\n\nThe study addresses the following primary questions:\n\nDoes digital storytelling improve nursing students' knowledge of the nursing process?\n\nDoes digital storytelling enhance students' nursing process competency and clinical reasoning skills?\n\nStudy Design and Comparison:\n\nParticipants will be assigned to either the intervention or control group based on their Nursing Process knowledge scores. Groups will be stratified by gender and knowledge test scores using a stratified randomization method to ensure balanced distribution and group homogeneity. Researchers will compare outcomes between groups to evaluate the effectiveness of the educational approach.\n\nParticipants' Key Activities:\n\nParticipants must be first-time enrollees in the Fundamentals of Nursing I course, have completed all course content, and have voluntarily agreed to attend.\n\nComplete pre- and post-intervention assessments, including the Nursing Process Knowledge Test, Nursing Process Competency Scale, Clinical Reasoning Assessment Rubric, and Instructional Material Motivation Scales.\n\nEngage in follow-up evaluations immediately after the intervention and three months later to assess the retention and sustainability of learning outcomes.\n\nAdditional Notes:\n\nDigital storytelling materials will be validated through expert review and pilot testing. The Clinical Reasoning Assessment Rubric will undergo Turkish-language validity and reliability evaluation. Findings are expected to provide evidence on the effectiveness of digital storytelling in nursing process education, support curriculum development at the undergraduate level, and guide the broader implementation of technology-enhanced, reflective learning approaches in nursing education.",[92,29,93,94,95],"Education, Nursing","Clinical Competence","Clinical Decision-Making in Nursing","Evidence-Based Practice",[97,98,99,100,101,102],"Nursing Education","Digital Storytelling","Nursing Process","Clinical Reasoning","Educational Intervention","Undergraduate Nursing Students","2026-03-22",{"date":105,"type":45},"2026-03-25",{"date":107,"type":22},"2026-10-30",{"date":109,"type":22},"2027-01-30",{"name":111,"class":52},"Sakarya University",1,{"id":114,"slug":115,"hasResults":11,"nctId":116,"briefTitle":117,"officialTitle":118,"acronym":119,"eligibilityCriteria":120,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":121,"targetDuration":4,"studyType":23,"phases":123,"briefSummary":124,"conditions":125,"keywords":130,"overallStatus":68,"whyStopped":4,"lastUpdateSubmitDate":134,"lastUpdatePostDateStruct":135,"startDateStruct":137,"completionDateStruct":139,"leadSponsor":141,"locationsCount":112},"100570994","effectiveness-of-virtual-simulation-game-in-teaching-venous-blood-sampling-skills-to-nursing-students-100570994","NCT06714474","Effectiveness of Virtual Simulation Game in Teaching Venous Blood Sampling Skills to Nursing Students","Effectiveness of Virtual Simulation Game in Teaching Venous Blood Sampling Skills to Nursing Students: a Randomized Controlled Trial","VSG-Venous","Inclusion Criteria:\n\nEnrolled in the \"Principles and Applications in Nursing\" course, specifically the \"Fundamentals of Nursing Care\" module, for the first time.\n\nNo prior clinical experience. No prior experience with venous blood sampling. No prior education in health sciences (e.g., not a graduate of a vocational health school or a health-related associate degree program).\n\nWilling to voluntarily participate in the study.\n\nExclusion Criteria:\n\nDiagnosed with a chronic illness, bleeding disorder, or psychiatric condition. Pregnant students. Students who have not received Hepatitis A or Hepatitis B vaccines. Students who fail to complete the study data collection forms. Students who withdraw their consent to participate during the study. Students who are absent at any stage of the study process. Students who do not complete the simulation training sessions.",{"count":122,"type":22},200,[25],"The goal of this randomized controlled trial is to evaluate the effectiveness of the Virtual Simulation Game (VSG) method in teaching venous blood sampling (VBS) skills to second-year nursing students. The study aims to provide a safe, engaging, and innovative learning environment for nursing students, enabling them to improve their skills without compromising patient safety.\n\nThe main questions the study seeks to answer are:\n\nDoes VSG training improve nursing students' knowledge levels in VBS education? Does VSG training enhance nursing students' practical performance in VBS procedures? Does VSG training increase nursing students' satisfaction with VBS education? Does VSG training boost nursing students' confidence in performing VBS? Does VSG training enhance nursing students' comfort during VBS practice? Researchers will compare the Virtual Simulation Game (VSG) method to the standard technique. In the VSG group, students will engage with an interactive simulation game to practice VBS skills virtually before applying them in a clinical setting. In the control group, students will practice VBS skills using traditional methods in a laboratory environment.\n\nParticipants' Tasks:\n\nStudents in the VSG group will:\n\nLog in to the simulation platform with their credentials. Complete interactive training scenarios that mimic real-life challenges in venous blood sampling.\n\nPractice the procedure on their peers under supervision.\n\nStudents in the control group will:\n\nPractice VBS directly on their peers under supervision without using simulation.\n\nAfter practicing, all students will be observed for 15 minutes by expert nurses for potential complications or discomfort. If needed, participants will receive medical care.\n\nThis study adheres to the CONSORT guidelines for randomized controlled trials and incorporates validated instruments to measure knowledge, skill performance, satisfaction, confidence, and comfort levels among participants. The findings aim to bridge the gap in nursing education by introducing an innovative, technology-driven approach to skill training.",[126,127,29,128,129],"Nursing Skill","Game-Based Learning","Gamification","Blood Sampling Procedure",[97,131,132,133],"Virtual Simulation Game","Nursing Students","Venous Blood Sampling","2024-11-27",{"date":136,"type":45},"2024-12-03",{"date":138,"type":45},"2024-11-01",{"date":140,"type":22},"2024-12-31",{"name":142,"class":52},"Sinop University"]