Clinical Research Directory

The Effect of Two Different Generative AI Tools on Nursing Students' Patient Counseling Skills and Motivation Regarding Instructional Materials

The goal of this parallel-group randomized controlled trial is to compare the effects of two different generative artificial intelligence (AI) tools (a video/audio interactive AI avatar versus a written AI learning assistant (chatbot)) on patient counseling skills self-assessment levels and instructional materials motivation in undergraduate nursing students. The main questions it aims to answer are: * Is there a difference in health services counseling skills self-assessment scores between nursing students using an interactive AI avatar and those using a written AI chatbot? * Is there a difference in instructional materials motivation scores between nursing students using an interactive AI avatar and those using a written AI chatbot? Researchers will compare Intervention Group 1 (students interacting asynchronously with a video and audio interactive AI avatar) to Intervention Group 2 (students interacting asynchronously with a written AI chatbot) to see if the AI interaction channel (video/audio avatar vs. text chatbot) significantly impacts student counseling self-efficacy and learning motivation. Participants will: * Complete baseline pre-test questionnaires, including a Demographic Information Form, the Generative Artificial Intelligence Usage and Competence Scale, and the Counseling Skills Self-Assessment Scale. * Conduct patient education and counseling practice over at least 2 to 3 asynchronous sessions using their assigned AI tool on a standardized clinical case scenario. * Complete post-intervention questionnaires, including the Counseling Skills Self-Assessment Scale, the Instructional Materials Motivation Scale, and an Application Feedback Form.

Virtual Reality-based Training for Safe Medication Administration Among Nursing Students

This study evaluated a virtual reality-based training programme designed to support safe medication administration among undergraduate nursing students. Medication administration is a core nursing competency, but students often have limited opportunities to practise medication safety scenarios repeatedly before entering clinical settings. Virtual reality provides an immersive and repeatable simulated environment for practising routine, high-alert, and semi-emergency medication administration scenarios without risk to patients. Third- and fourth-year undergraduate nursing students at a healthcare university in Ho Chi Minh City, Vietnam, were randomly allocated to two groups. Group A received the VR training first, while Group B served as a wait-list comparison group and received the same training later, after crossover. The intervention consisted of three 90-minute sessions, each including pre-briefing, immersive VR simulation, and PEARLS-informed debriefing. Outcomes included confidence in medication administration, self-reported safe medication practice, system usability, and cybersickness symptoms.

Web 2.0 Education for Dose Calculation: An RCT

This randomized controlled trial aims to examine the effect of Web 2.0-supported education on first-year nursing students' medication dose calculation knowledge, skills, perceived learning, and instructional material motivation. Safe medication administration is a core quality indicator of nursing care, and dose calculation errors remain a significant threat to patient safety. Nursing students frequently experience difficulties in understanding basic concepts, converting units, and performing accurate calculations. In this study, students enrolled in the Fundamentals of Nursing course at a university in Istanbul, Türkiye, were randomly assigned to either an intervention group or a control group. The intervention group received medication dose calculation education supported by interactive Web 2.0 tools (Canva, Quizizz, Miro, Wordwall, and Socrative), while the control group received the same curriculum content through traditional lecture-based instruction. Both groups also received hands-on medication preparation skills training in the professional skills laboratory. The primary outcomes are medication dose calculation knowledge and skill levels; secondary outcomes are perceived learning and instructional material motivation. The investigators hypothesize that students receiving Web 2.0-supported education will achieve higher scores on all outcomes compared with students receiving traditional education.

A Practical Exploration of Developing a Full-English Orthopedic Nursing Curriculum Based on DeepSeek Intelligence

This educational reform study aims to explore whether a full English course built on the DeepSeek artificial intelligence platform can improve orthopedic nurses' professional English competence. It will also examine nurses' satisfaction with AI-assisted teaching. The main questions it seeks to answer include: Will the DeepSeek-based full English course improve orthopedic nurses' professional English test scores? Will nurses' transcultural nursing self-efficacy and nurse-patient therapeutic interaction ability improve after the course training? What are nurses' experiences when using the DeepSeek AI platform for learning? Researchers will compare the English proficiency changes of the same group of orthopedic nurses before and after the training to observe the course effects. Participants will: Attend an 11-week full English course based on the DeepSeek platform, approximately 1-2 hours per week Complete a professional English written test and an oral proficiency assessment before and after the training Complete the Transcultural Self-Efficacy Tool (TSET-CV) and the Nurse-Patient Therapeutic Interaction Scale (NuPTIS) before and after the training Complete a teaching satisfaction and AI learning experience questionnaire after the course

Standardized Patients in Arterial Pressure Monitoring Training

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. Arterial 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. The 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: The 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). The Control Group will receive the same training but will perform the stabilization procedure on a traditional static medical manikin. Data 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.

Empowering Preschool Children With Personal Safety Skills

Preschool children are vulnerable to preventable accidents due to limited hazard awareness. This randomized controlled study evaluated the effectiveness of a Multiple Intelligences Theory-based Personal Safety Education Program (MIT-based PSEP) on preschool children's safety knowledge and skills. Sixty children aged 4-5 years were randomly assigned to an intervention group (n=30) or a control group (n=30). The intervention group received eight interactive MIT-based sessions, while the control group received routine education. Data were collected pre- and post-intervention using the Personal Safety and First Aid Subscale and analyzed with mixed-design ANOVA.

"Effectiveness of Basic Nursing Educational Interventions on Primary Healthcare Paramedics: A Quasi-Experimental Approach"

Expected Significance of the Study: Improved Patient Outcomes: Paramedics often serve as the first point of contact for patients in primary healthcare settings. Ensuring that they possess adequate knowledge and skills in basic nursing care can lead to improved patient outcomes, including better management of chronic conditions, reduced incidence of complications, and enhanced overall quality of care. Enhanced Healthcare Delivery: By equipping paramedics with basic nursing care education, healthcare systems can optimize resource utilization and improve the efficiency of care delivery. Paramedics may be better equipped to handle a wider range of patient needs, reducing the burden on other healthcare professionals and streamlining the referral process. Addressing Skills Gaps: Many paramedics receive training primarily focused on emergency medical care rather than comprehensive nursing skills. This research addresses an important gap in paramedic education by evaluating the effectiveness of additional training in basic nursing care, potentially filling a critical need in the healthcare workforce. Professional Development: Providing paramedics with opportunities for ongoing education and professional development can enhance job satisfaction, increase retention rates, and contribute to a more skilled and competent workforce. This research could inform the development of training programs tailored to the specific needs of paramedics in primary healthcare settings. Cost-Effectiveness: Investing in education and training programs for paramedics may yield long-term cost savings for healthcare systems by reducing hospital admissions, emergency department visits, and unnecessary medical interventions. Assessing the effectiveness of such programs is crucial for allocating resources effectively and maximizing their impact. Evidence-Based Practice: By conducting a quasi-experimental study to evaluate the effectiveness of basic nursing care education among paramedics, this research contributes valuable evidence to the field of healthcare education and practice. Evidence-based findings can inform policy decisions, curriculum development, and clinical guidelines, ultimately benefiting both patients and healthcare providers.

THE EFFECT OF DIGITAL STORYTELLING ON NURSING STUDENTS' NURSING PROCESS EDUCATION

Study Type: Randomized Controlled Experimental Study Purpose: This 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. The study addresses the following primary questions: Does digital storytelling improve nursing students' knowledge of the nursing process? Does digital storytelling enhance students' nursing process competency and clinical reasoning skills? Study Design and Comparison: Participants 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. Participants' Key Activities: Participants must be first-time enrollees in the Fundamentals of Nursing I course, have completed all course content, and have voluntarily agreed to attend. Complete pre- and post-intervention assessments, including the Nursing Process Knowledge Test, Nursing Process Competency Scale, Clinical Reasoning Assessment Rubric, and Instructional Material Motivation Scales. Engage in follow-up evaluations immediately after the intervention and three months later to assess the retention and sustainability of learning outcomes. Additional Notes: Digital 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.