Clinical Research Directory

The Effect of Using Virtual Simulation on Students' Knowledge and Skill Levels Regarding Postpartum Hemorrhage Management

The purpose of this study is to find out whether virtual simulation helps nursing students learn how to manage postpartum hemorrhage (heavy bleeding after childbirth). Third-year nursing students taking the Obstetrics and Gynecology Nursing course were randomly assigned to one of three groups: virtual simulation, case study, or control. Students' knowledge was measured with a postpartum hemorrhage knowledge test, and their skills were assessed with a skill evaluation checklist during a hybrid simulation scenario. The results will show whether virtual simulation improves students' knowledge and skills compared with case study and standard education.

Environmental Sustainability-Focused Service-Learning for Nursing Students

This randomized controlled trial evaluates whether completing a service-learning project with an environmental sustainability-focused non-governmental organization (NGO) improves sustainable consumption behaviors and sustainability attitudes among nursing students, compared with completing the same service-learning process with NGOs working in health and social fields. Fourth-year undergraduate nursing students enrolled in the Community Awareness Project Course at Acıbadem Mehmet Ali Aydınlar University (Istanbul, Türkiye) in the 2026-2027 academic year are randomly allocated to NGOs. All students follow the same 14-week structured service-learning process; the only difference between the groups is the field of activity of the NGO. Outcomes are measured at baseline, at the end of the semester (Week 14), and 10 weeks after the end of the intervention.

GENERATİVE AI-SUPPORTED NURSİNG PROCESS EDUCATİON AND NURSİNG STUDENTS' LEARNİNG OUTCOMES

This randomized controlled trial evaluated the effect of generative artificial intelligence (AI)-supported education in teaching the nursing process on nursing students' learning outcomes. The study was conducted with undergraduate nursing students enrolled in the Nursing Process course for the first time at a foundation university in Istanbul, Türkiye. After a 7-week instructor-centered theoretical course, students were randomly assigned to an intervention or control group using computer-based simple randomization. Over three consecutive weeks, the intervention group worked on three patient case scenarios using a generative AI platform (Gemini), guided by pre-defined themes and prompts covering data collection, nursing diagnosis, planning, and implementation. The accuracy, consistency, and alignment of AI-generated responses with the nursing process steps were then discussed in class. During the same period, the control group completed three different case studies using the instructor's standard care plan template. Nursing process knowledge, self-efficacy in clinical performance, and clinical decision-making confidence and anxiety were measured before and after the intervention, and attitudes toward artificial intelligence and the course were measured after the intervention. A total of 173 eligible students were randomized (intervention n = 85; control n = 88), and the study was completed with 140 students (intervention n = 68; control n = 72). Students who were repeating the course or were horizontal or vertical transfer students were excluded. The primary outcome was nursing process knowledge, measured with a researcher-developed Nursing Process Knowledge Test. Secondary outcomes were measured with the Self-Efficacy in Clinical Performance Scale, the Nursing Anxiety and Self-Confidence with Clinical Decision Making Scale, and the Attitude Toward Artificial Intelligence and Its Course Scale. Data were collected through electronic forms and analyzed using IBM SPSS 22.0.

Effects of HMD-Based Virtual Reality Simulation on Enema Administration Skills in Nursing Students

This randomized controlled trial aimed to evaluate the effects of head-mounted display (HMD)-based immersive virtual reality (VR) simulation on enema administration skills, learning satisfaction, and self-confidence among nursing students. The study was conducted with 68 first-year nursing students at a public university in Türkiye during the spring semester of the 2025-2026 academic year. Participants were randomly assigned to an intervention group (n=34) or a control group (n=34). Both groups received standardized theoretical and practical training in enema administration, including a video demonstration and hands-on practice using a low-fidelity patient mannequin. In addition to standard training, the intervention group participated in a single 10-15-minute HMD-based immersive VR simulation session. The control group received standard training only during the study period. Enema administration skills were assessed using a 30-item skills checklist, while learning satisfaction and self-confidence were evaluated using the Student Satisfaction and Self-Confidence in Learning Scale. Assessments were conducted at the initial measurement and at one-month follow-up. The study aimed to determine whether incorporating HMD-based VR simulation into conventional nursing skills education improves students' clinical skill performance, learning satisfaction, and self-confidence.

AI-Assisted Child Health Podcast Education for Nursing Students

This randomized controlled study will evaluate the effect of developing and implementing artificial intelligence (AI)-assisted child health podcasts for parents on nursing students' attitudes toward clinical practice and learning motivation. Third-year nursing students enrolled in the Growth and Development course will be randomly assigned in a 1:1 ratio to an early intervention group or a delayed intervention/wait-list control group. Students in the intervention will select a child health, growth and development, health promotion, or child care topic; review current scientific evidence; prepare a parent-oriented educational text; and use generative AI tools to develop the content into a podcast. AI-generated content will be verified against reliable scientific sources, revised by the student, and reviewed by the researchers for scientific accuracy, understandability, target-group appropriateness, ethical suitability, and protection of personal health information before being presented to an appropriate parent. Both groups will complete baseline assessments before the intervention. After the early intervention group completes the podcast activity, both groups will complete an intermediate assessment. The delayed intervention group will then complete the same podcast development and implementation process, followed by the final assessment in both groups. Outcomes will include attitudes toward clinical practice and learning motivation.

Three Teaching Strategies in Nursing Education: Effects on Learning and Knowledge Retention

The goal of this clinical trial is to learn whether three different instructional strategies improve learning outcomes and knowledge retention in nursing students receiving education on peritoneal dialysis catheter care. The main questions it aims to answer are: Does Pecha Kucha-based education improve students' knowledge of peritoneal dialysis catheter care compared with concept map-based education and traditional education? Do the three instructional strategies differ in terms of knowledge retention, learning satisfaction, learning experience, and perceived cognitive load? Researchers will compare Pecha Kucha-based education, concept map-based education, and traditional education to see which instructional strategy is more effective in improving students' knowledge, supporting knowledge retention, and providing a positive learning experience. Participants will: Complete a pre-test before the education. Receive one of three educational interventions on peritoneal dialysis catheter care: Pecha Kucha-based education, concept map-based education, or traditional education. Complete a post-test after the education. Complete forms evaluating learning satisfaction, learning experience, and perceived cognitive load. Complete a follow-up knowledge test to assess knowledge retention.

HMD-Based Virtual Reality Simulation in Nursing Skills Education

Objective: This study aims to investigate the effects of head-mounted display (HMD)-based interactive virtual reality simulation, an innovative educational technology in nursing education, on nursing students' skill performance, anxiety levels, satisfaction, and self-confidence during ice pack application. Methods: This study is designed as a randomized controlled trial. The study population will consist of undergraduate nursing students enrolled at a public university in northeastern Türkiye during the 2026-2027 academic year. Based on a statistical power analysis, a total of 90 nursing students will be recruited and randomly assigned to either the experimental group (n = 45) or the control group (n = 45). Students in the experimental group will perform ice pack application using an HMD-based interactive virtual reality simulation, whereas students in the control group will perform the same procedure using a low-fidelity training mannequin. Data will be collected using the Student Information Form, Ice Pack Application Skills Checklist, Student Satisfaction and Self-Confidence in Learning Scale (SCLS), and Spielberger State-Trait Anxiety Inventory (STAI). Statistical analyses will be performed using SPSS version 25.0. Ethical approval (15.04.2026/07) institutional permission have been obtained. Both verbal and written informed consent will be obtained from all participants before their inclusion in the study.

Chatbot Effectiveness for Improving Mental Health and Reducing Stress in Nursing Students

This study aims to evaluate the effectiveness of using a chatbot to improve mental health and reduce stress among nursing students during their internships. The study will be conducted through convenient sampling of nursing students from a technology university in southern Taiwan. Students will be divided into experimental and control groups to compare differences in mental health and stress levels after receiving support from the chatbot. Expected outcomes include gaining a better understanding of the fundamental characteristics of nursing students and their mental health and stress levels during internships. The results are expected to demonstrate that the chatbot can aid nursing students in handling typical internship issues, stress, and challenges, as well as in accessing mental health resources.

Comparison of Escape Room and Branching Scenario Games in Nursing Education

The aim of this study is to examine the effects of a web-based escape room (EQUITY-ROOM) and a web-based branching scenario (EQUITY-PATH) simulation added to standardized video-based education on nursing students' gender perception, dating violence myths, and dating violence attitudes.The study is designed as a 3-arm pretest-posttest parallel randomized controlled trial. Participants (3rd-year nursing students, N=72) will be randomly allocated to three groups in a 1:1:1 ratio: 1. EQUITY-ROOM Group: Standardized video-based education + Web-based Escape Room Game 2. EQUITY-PATH Group: Standardized video-based education + Web-based Branching Scenario GameActive 3. Control Group: Standardized video-based education onlyPrimary outcome is attitudes toward dating violence, while gender perception and dating violence myths serve as secondary outcomes. Outcome measures will be evaluated before the intervention (pretest) and one week after the intervention (posttest).

Jigsaw and Audience Response System for Arterial Blood Gas Education

This study aims to compare the effects of the Jigsaw cooperative learning method and a Kahoot-based Audience Response System on nursing students' achievement in interpreting arterial blood gas results and determining priority nursing approaches. The study will be conducted with second-year nursing students enrolled in the Internal Medicine Nursing course. Students who are repeating the course will not be included. The study will use a two-group pretest, posttest, and follow-up design. The existing A and B laboratory groups will constitute the study groups. After completion of the baseline assessments, a draw will be used to determine which laboratory group receives the Jigsaw method and which receives the Audience Response System method. Both groups will receive education with the same learning objectives, subject content, educational materials, clinical cases, instructor, and total instructional duration. The

Pediatric Orotracheal Suctioning Training Using a Benner Model-Based Augmented Reality Application

This study evaluated the effect of a Benner model-based augmented reality (AR) training module on undergraduate nursing students' knowledge and procedural skills in pediatric endotracheal suctioning of orally intubated patients. The study used a two-arm randomized controlled design within a convergent mixed-methods framework. It was conducted among undergraduate nursing students enrolled in the Pediatric Nursing Practice course at Istanbul Medipol University, Türkiye. A total of 66 students were randomized to an intervention group receiving Benner model-based AR training (n = 33) or a control group receiving conventional mannequin-based training (n = 33). Knowledge was assessed using a 20-item multiple-choice test, and procedural skills were evaluated using a 25-step assessment form before and after training. Sixty-one students completed the assessments and were included in the quantitative analysis (intervention, n = 30; control, n = 31). Individual semi-structured interviews were also conducted with 10 volunteers from the intervention group to explore their experiences with AR-based training.

Effectiveness of Digital Game-Based Learning in Teaching Surgical Site Infection Prevention to Nursing Students

This study aims to evaluate the effectiveness of digital game-based learning in teaching evidence-based surgical site infection prevention interventions to second-year nursing students. Using a mixed-methods randomized controlled design, students will be assigned to either a digital game-based learning group or a traditional theoretical education group. Quantitative outcomes will assess changes in students' knowledge levels and cognitive load across three measurement points (baseline, 4-week post-intervention, and 8-week follow-up). In addition, qualitative data will be collected through semi-structured interviews with students in the intervention group to explore their learning experiences and perceptions of the digital learning approach. The findings of this study are expected to contribute to evidence-based educational strategies in nursing education, particularly in the teaching of surgical site infection prevention.

Kolb-Based AI-Powered Neonatal Simulation Training

This quasi-experimental study aims to evaluate the multidimensional effects of an artificial intelligence-supported newborn simulation training program based on Kolb's Experiential Learning Theory on nursing students' self-efficacy, knowledge, health literacy, satisfaction, and confidence in learning. The study will be conducted with third-year nursing students at Maltepe University during the Fall semester. The design incorporates a single-group, three-time measurement model: pre-test (baseline before training), mid-test (after simulation observation/demonstration), and post-test (after individual application and reflection). The intervention spans a total of 12 weeks. Data will be collected using an introductory information form, the Multidimensional Assessment Scale for Assessment and Care of Newborns, and the Student Satisfaction and Self-Confidence in Learning Scale. Statistical analyses will include descriptive statistics, repeated measures ANOVA or Friedman tests, and correlation analyses.

Podcast and Video Learning for Fall-Risk Assessment in Nursing Students

This randomized controlled study compared three educational approaches for teaching fall-risk assessment to first-year nursing students. The study included 81 nursing students who were randomly assigned in equal numbers to a podcast group, a video group, or a face-to-face instruction group. All three groups received the same educational content on the importance of fall prevention, fall risk factors, systematic fall-risk assessment, and use of the ITAKI Fall Risk Scale, but the content was delivered using different instructional methods. Students' theoretical knowledge of fall-risk assessment was measured before and immediately after the educational intervention. One week later, students' clinical fall-risk assessment performance was evaluated during clinical practice while they assessed patients under their care. The study aimed to compare students' theoretical knowledge and clinical assessment performance across the three instructional approaches.

Augmented Reality Virtual Patient Simulation to Enhance Social-Emotional Competence and Self-Efficacy in Nursing Students

This randomized crossover teaching practice study evaluates whether smart technology and media-integrated friendly childbirth education can improve nursing students' social-emotional competence and self-efficacy. All participants will receive both instructional conditions: virtual patient-based augmented reality learning (VP-AR) and VP-I. Students will be randomly assigned to one of two intervention sequences: VP-I followed by VP-AR (AB sequence) or VP-AR followed by VP-I (BA sequence). Outcomes will be assessed using validated questionnaires, scenario-based learning performance, and students' learning experiences.

The Use of Virtual Simulations in Family Planning Counseling Training

The goal of this clinical trial is to learn if using virtual simulations (AP-DESTEK) works to improve family planning counseling education for nursing and midwifery undergraduate students. The main questions it aims to answer are: What are the opinions of subject matter experts and nursing/midwifery students regarding the digital simulations prepared for family planning counseling education? How does the use of virtual simulations in family planning counseling education affect students' academic achievement, satisfaction, and self-confidence in learning? Researchers will compare students using the virtual simulation system (AP-DESTEK) to a control group receiving traditional/standard family planning counseling education to evaluate its effectiveness. Participants will:Complete a pre-test before the educational intervention. Receive family planning counseling education via the AP-DESTEK virtual simulation system or standard educational methods. Complete a post-test, the Student Satisfaction and Self-Confidence in Learning Scale, and the Educational Practices Questionnaire to evaluate achievement, satisfaction, and self-confidence

Web-Based Gamified Simulation for Teaching Ventrogluteal Injection to First-Year Nursing Students

The goal of this study is to find out whether a web-based simulation with game features helps first-year nursing students learn how to give an injection into the muscle on the side of the hip, known as the ventrogluteal site. The study will compare this approach with traditional teaching at Cankiri Karatekin University in Türkiye. The main questions are whether the web-based simulation improves students' knowledge and practical skills, increases their satisfaction and confidence in learning, and helps them remember what they have learned after eight weeks. All participants will receive the same initial classroom teaching and laboratory demonstration. They will then be assigned by chance to one of two groups. One group will receive traditional teaching. The other group will use the web-based simulation, which includes a patient scenario and interactive tasks, such as selecting equipment and moving items to a tray. The simulation has two modes. In the learning mode, students receive hints and explanations without being scored. In the self-test mode, they complete tasks without hints and receive a score report for feedback. Students must answer correctly before moving to the next step. Participants will complete a knowledge test, a practical skills assessment using an injection training model, and a questionnaire about satisfaction and confidence before the group-specific training and again one week afterward. They will repeat the knowledge test eight weeks after training to assess how much they remember. Practical skills will be assessed by two observers who do not know which teaching group each student belongs to.

Metaverse-based Versus Physical Infection Control Room of Errors in Nursing Students.

This study will develop and evaluate a metaverse-based infection control room of errors education program (META-ICR) for nursing students. A metaverse is an interactive, three-dimensional online environment. In META-ICR, students use a computer and mouse to explore a virtual patient room through an avatar. The study will compare this program with a physical patient room arranged with the same infection control situations. The study will include approximately 110 first-year nursing students at Çankırı Karatekin University in Türkiye. Students will be assigned by chance to either the META-ICR group or the physical room of errors group. Both groups will examine the same patient scenario and identify appropriate and inappropriate infection control practices. Topics will include hand hygiene, protective equipment, isolation precautions, handling of clean and contaminated materials, waste and linen management, and urinary drainage systems. Students in the META-ICR group will record their observations and care decisions through a web-based interface. Students in the physical room group will use paper forms. Both groups will receive feedback with the same educational content and participate in a 15-minute guided discussion after the activity. Activities will take place under similar supervision in university laboratory settings. The study will compare infection control knowledge, perceptions of the metaverse, and satisfaction with learning between the groups. Knowledge will be assessed before education, immediately after the educational session and guided discussion, and four weeks later to assess retention. Metaverse perceptions will be assessed before and immediately after education. Learning satisfaction will be assessed after education. All research questionnaires and knowledge tests will be completed on paper in both groups. The findings will help determine how an interactive virtual room compares with a physical room of errors for teaching infection control to nursing students.

The Effect of Escape Room Method in Nursing Process Teaching

This study will be conducted to determine the effectiveness of education provided through the educational escape room method in nursing process teaching and to examine its effects on 4th-year nursing students' self-efficacy, teamwork, and anxiety.

Deliberate Repetitive Practice and Nursing Student Confidence in Peripheral Intravenous Catheter (PIVC) Insertion

This study examined whether a structured deliberate repetitive practice (DRP) simulation scenario was associated with changes in prelicensure nursing students' self-reported confidence and preparedness for peripheral intravenous catheter (PIVC) insertion. PIVC insertion is a foundational nursing skill, yet first-attempt failure rates are high and student confidence is often low. The DRP intervention consisted of standardized instruction, supervised repetitive practice on a patient simulator, and individualized feedback from a nurse educator. Pre- and post-intervention surveys measured students' confidence and preparedness using a researcher-developed three-item questionnaire. The study used a descriptive pre-post design at a single Midwestern university with prelicensure Bachelor of Science in Nursing students.

Hybrid Simulation in Postpartum Hemorrhage Training for Nursing Students

Abstract Postpartum hemorrhage (PPH) is a leading cause of maternal mortality and morbidity worldwide, requiring nursing students to acquire both theoretical knowledge and clinical competence for safe and effective management. Hybrid simulation, integrating standardized patients with high-fidelity simulators, is an innovative educational approach that simultaneously enhances communication and psychomotor skills. This prospective randomized controlled study aims to evaluate the effects of a hybrid simulation-based postpartum hemorrhage management training on nursing students' learning satisfaction, self-confidence, and clinical readiness. The study was conducted with third-year nursing students at Eskisehir Osmangazi University Faculty of Health Sciences, Department of Nursing. Participants were randomly assigned to either an intervention group receiving hybrid simulation-based training using standardized patients and a birthing simulator, or a control group receiving routine education. Data were collected before and after the intervention using a Personal Information Form, the Student Satisfaction and Self-Confidence in Learning Scale, and the Nursing Clinical Readiness Scale to evaluate outcomes between the groups.

Effects of Case-Based Learning in Nursing Ethics Education

This randomized controlled study evaluated the effect of case-based learning on nursing students' ethical values and perceptions of caring behaviors. Nursing students enrolled in a Professional Ethics course were randomly assigned to a case-based education group or a standard education group. Both groups received theoretical education on ethical values, ethical dilemmas, and ethical decision-making. In addition to the standard education, students in the case-based education group participated in 30-minute ethical case discussions once a week for eight weeks. Ethical values and perceptions of caring behaviors were measured before and immediately after the intervention.

Effect of AI-Supported Virtual Patient Chatbot Training on Nursing Students' Self-Perceived Clinical Decision-Making and Gynecological Cancer Knowledge

This randomized controlled trial evaluated the effects of structured case-based training delivered through an artificial intelligence-supported educational virtual patient chatbot platform on nursing students' gynecological cancer knowledge and self-perceived clinical decision-making. Third-year undergraduate nursing students who had completed the Obstetrics and Gynecology Nursing course were randomly assigned in a 1:1 ratio to an intervention group or an assessment-only wait-list control group. The intervention group completed five AI-supported virtual patient training scenarios during a two-week access period, followed by a common virtual patient assessment. The control group completed the same virtual patient assessment without access to the training scenarios during the study assessment period. Knowledge and self-perceived clinical decision-making were assessed at baseline and immediately after the assigned study procedures. Virtual patient performance was assessed once at the final assessment.

Effects of AI Dialogue-Based Scenario Simulation on Students' Flow and Learning Performance

This study examines the effects of an AI dialogue-based scenario simulation integrated with concept mapping and post-dialogue feedback on nursing students' learning. Nursing students will participate in pediatric care scenarios using standardized AI-supported dialogues. Two feedback approaches will be compared: gamified feedback and conventional formative feedback without gamification elements. The study will examine students' flow experience and learning performance and explore how collaborative processes and interaction mechanisms may contribute to these outcomes. The findings are expected to provide evidence on how different feedback approaches influence students' engagement and learning during AI-supported scenario simulation.