Clinical Research Directory

Effect of Clinical Simulation on Suicide Care Competency and Suicide Stigma Levels of Psychiatric Nursing Students

This study aims to examine the effect of a suicide scenario-based clinical simulation on nursing students' suicide care competency and suicide stigma levels. The study uses a single-group pre-test/post-test (quasi-experimental) design. Nursing students enrolled in a Mental Health and Psychiatric Nursing course at a foundation university in Istanbul, Türkiye, who have not previously participated in a similar simulation, are invited to take part. Before the simulation, participants complete a set of questionnaires assessing their suicide care competency and attitudes toward suicide stigma. They then take part in a structured simulation session involving a standardized patient portraying a person with suicidal history and risk. The session includes a prebriefing phase, a 15-minute clinical encounter, and a 60-minute debriefing session guided by the PEARLS model. Immediately afterward, participants complete the same questionnaires again. The purpose of the study is to determine whether simulation-based training improves nursing students' competency in caring for individuals at suicide risk and reduces stigmatizing attitudes toward suicide, and to contribute evidence on the use of simulation in psychiatric nursing education.

The Effect Of Chatgpt Use By Final Year Nursing Students in The Nursing Processes On Their Understanding Of Nursing Diagnoses And Critical Thinking Skills

Artificial intelligence is a rapidly developing technology in today's digital age and has had transformative effects in many areas, from education to healthcare. The use of AI in education offers personalized learning experiences and interactive learning environments by introducing new approaches to learning processes . This environment aims to take advantage of the opportunities offered by AI in nursing education to improve students' professional knowledge and skills and prepare them for future healthcare environments. Nursing processes, a fundamental component of nursing education, help nurses develop clinical decision-making, problem-solving, and critical thinking skills by enabling a systematic and holistic approach to patient care . However, traditional teaching methods may sometimes be insufficient to effectively support students in learning and applying these complex processes . The integration of artificial intelligence into nursing processes can help students acquire these essential skills more effectively and efficiently. Advanced language processing models such as ChatGPT provide nursing students with an interactive learning environment to analyze complex clinical scenarios, identify appropriate nursing diagnoses, and create personalized care plans . Previous studies investigating the integration of chatbot-based or AI-powered tools in nursing education have predominantly used non-experimental, descriptive, or quasi-experimental designs . These studies have generally reported improvements in students' critical thinking, learning motivation, and attitudes toward technology; however, they have tended to focus on a single outcome. Considering these shortcomings, the present study aimed to evaluate the effect of ChatGPT training in the nursing process on the perception of nursing diagnoses and critical thinking of final year nursing students using ChatGPT in the nursing process, within the framework of a randomized controlled trial.

The Effect of Happiness Workshops on Nursing Students' Levels of Psychological Resilience

This study was designed as a randomized controlled trial to determine the effect of positive psychology-based happiness workshops on the psychological resilience levels of nursing students. The study will be conducted between October 26, 2026, and January 26, 2026, with 102 fourth-year nursing students. Students who meet the inclusion criteria will be randomized and assigned to two groups: the experimental group (n=36) and the control group (n=36). All participating students will complete the "Demographic Information Form" and the "Psychological Resilience Scale for Nurses" (pre-test). Students in the experimental group will participate in happiness workshops for 4 weeks. All students in the control group will complete the "Demographic Information Form" and the "Psychological Resilience Scale for Nurses" (pre-test). No intervention will be administered to the students in the control group. After the happiness workshops are completed, students in both the experimental and control groups will be administered the "Demographic Information Form" and the "Psychological Resilience Scale for Nurses" (post-test). Two months later, the "Demographic Characteristics Form" and the "Psychological Resilience Scale for Nurses" (follow-up test) will be administered to students in the experimental and control groups. The collected data will be analyzed using SPSS 28 software.

Mind Mapping: Impact on Critical Thinking and Problem-Solving Skills

This randomized controlled trial aims to evaluate the effectiveness of the mind mapping method in enhancing critical thinking and problem-solving skills among nursing students. The study will be conducted with 65 nursing students enrolled in a "Critical Thinking in Nursing" course at Gazi University during the 2025-2026 academic year. Participants will be assigned to experimental and control groups using stratified randomization based on pre-test scores from the "Marmara Critical Thinking Tendencies Scale" and the "Problem-Solving Inventory." The five-week intervention focuses on five clinical case studies: infection control, medication administration, patient safety, ethical issues, and systematic approaches. While both groups receive the same theoretical content, they follow different practical methodologies: The Control Group will engage in standard case analysis methods. The Experimental Group will work in small teams (4-5 students) to create and present visual mind maps for each case study, using either traditional or digital tools. Following the intervention, both groups will complete post-tests to assess changes in their critical thinking and problem-solving competencies.

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.

Intergenerational Interaction Program for Nursing Home Residents and Nursing Students

This pilot randomized controlled trial aims to examine the effect of a 6-week intergenerational interaction program, conducted between older adults living in a nursing home and nursing students, on joy of life and loneliness in older adults and on ageism in nursing students. Older adults living in Istanbul Darülaceze will be randomly assigned to an intervention group or a control group. In the intervention group, each older adult will be paired with a nursing student, and the same pair will meet once a week for about 2 hours over 6 weeks. The pairs will jointly decide on activities such as games (e.g., backgammon, dominoes, puzzles), reading and cultural sharing, creative work (e.g., drawing, collage, life-story albums), and sharing skills and experiences. Each session will end with a structured, mutual reflection. Older adults in the control group will continue their usual daily routine and will be offered the same program after the study ends, if they wish. Joy of life and loneliness in older adults, and ageism in nursing students, will be measured before and after the program.

The Effect of Health Belief Model-Based HPV Infection and Vaccination Education on University Students' Knowledge and Health Beliefs

This study aimed to examine changes in knowledge and health beliefs (perceived susceptibility, severity, benefits, and barriers) regarding HPV infection and cervical cancer among students residing in a university dormitory following a planned education program based on the HBM. RQ1: Do students' HPV knowledge levels differ across pre-education, post-education, and month-three measurements? RQ2: Do students' HPV-related health beliefs (perceived susceptibility, severity, benefits, and barriers) differ across the same time points?

Effects of Pastel Nagomi Art on Psychological Well-Being in Nursing Students

The purpose of this quasi-experimental study is to evaluate the effects of a Pastel Nagomi Art intervention on the psychological well-being of nursing students. Nursing students often experience high levels of stress and academic anxiety during their professional training. Pastel Nagomi Art, a therapeutic and accessible form of art making using soft pastels and fingers, has gained attention for its potential to foster relaxation, mindfulness, and emotional expression. This study employs a non-randomized, quasi-experimental design. Participants will be assigned to either the Pastel Nagomi Art intervention group or the control group based on their personal preference and availability. The intervention group will receive structured Pastel Nagomi Art workshops, while the control group will maintain their usual routine. Psychological well-being will be assessed at baseline and post-intervention. The results aim to provide evidence on the feasibility and effectiveness of integrating soft art interventions into nursing education to support student mental health.

Comparison of Three Teaching Methods for Urinary Catheterization in Nursing Students

Research Questions 1. Do total learning motivation and sub-dimension scores (attention-relevance, confidence-satisfaction) differ significantly among nursing students using different instructional materials for urinary catheterization training? 2. Do students' perceptions of theoretical and skill competence differ significantly across the study groups? 3. Do the distributions of procedural steps reported as most difficult by students differ across the groups?

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.

Podcast-supported Education on Climate Change Awareness, Anxiety, and Health Literacy Levels in Nursing Students

The study was designed with a parallel-group randomized controlled experimental design to determine the effects of podcast-based education on climate change awareness and climate change health literacy levels of nursing students. A podcast-based climate change awareness education will be implemented as the study's intervention. Participants in both groups will complete a pre-test. The experimental group will then receive four sessions of podcast-based climate change awareness education, while the control group will receive no intervention during this phase. After the four sessions, both groups will complete a post-test simultaneously. Subsequently, participants in the control group will receive the same four-session podcast-based educational intervention. Following completion of these sessions, both groups will complete a follow-up assessment at the same time. Hypothesis 0-1: There is no difference in the level of climate change awareness between the experimental group receiving podcast-based education and the control group. Hypothesis 0-2: There is no difference in the level of climate change anxiety between the experimental group receiving podcast-based education and the control group. Hypothesis 0-3: There is no difference in the level of climate change health literacy between the experimental group receiving podcast-based education and the control group.

Pecha Kucha-Based ERAS Education in Cardiovascular Surgery: Effects on Nursing Students' Knowledge and Attitudes

Nursing education is rapidly evolving due to changing healthcare needs and Generation Z learning preferences, which favor short, visual, and interactive methods. Innovative teaching strategies are therefore needed to improve nursing students' critical thinking, clinical decision-making, and problem-solving skills. The Pecha Kucha (PK) method is a concise, visual presentation format consisting of 20 slides shown for 20 seconds each. It has been reported to improve attention, learning motivation, and knowledge acquisition in nursing education. However, its use in teaching Enhanced Recovery After Surgery (ERAS) protocols in cardiovascular surgery has not been previously studied. ERAS protocols are evidence-based perioperative care pathways aimed at reducing surgical stress, complications, and recovery time. Nurses play a key role in implementing these protocols, including patient education, pain management, early mobilization, nutrition, and discharge planning. However, nurses' knowledge and application of ERAS remain limited. This study aims to evaluate the effect of ERAS education delivered via the Pecha Kucha method on nursing students' knowledge and attitudes toward evidence-based nursing. The study will contribute evidence on innovative teaching strategies in nursing education. This experimental study will include 71 second-year nursing students at Lokman Hekim University between May 15, 2026 and May 15, 2027. Data will be analyzed using appropriate parametric or non-parametric tests depending on distribution

Case-Based Learning for In-Service Nursing Students

This quasi-experimental study explored the influence of integrating CBL into a psychiatric nursing course on these three outcomes among in-service nursing students. 106 students from two classes were purposively selected via convenience sampling and cluster-randomized into an intervention group (n = 54) and a control group (n = 52). From September 2024 to January 2025, participants in an Emotional Flooding and Mental Health course at a university of technology in northern Taiwan received either a nine-week CBL intervention covering adolescent, adult, and older-adult psychiatric cases, or didactic instruction. Outcomes were measured pre- and post-intervention using the Problem-Solving Inventory (PSI), the Adult Emotional Intelligence Scale (AEIS), and the Adults' Learning Motivation Scale (ALMS).

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.

PechaKucha as a Reinforcement Tool for Teaching Vital Signs Skills in Nursing Students

This study aims to evaluate the effectiveness of the PechaKucha presentation method as a reinforcement tool in teaching vital signs skills to first-year nursing students. A total of 100 nursing students will participate and be divided into two groups of 50 students each. Before the intervention, all participants will complete a pre-test to assess their baseline knowledge related to vital signs. Based on the pre-test results, students will be randomized into either the experimental group or the control group. The experimental group will receive reinforcement training using the innovative PechaKucha presentation method, while the control group will receive reinforcement through a traditional PowerPoint presentation. After the reinforcement sessions, both groups will be evaluated on their vital signs skills through a practical application exam. Additionally, participants will complete a post-test to assess their knowledge after the intervention. Feedback and satisfaction with the training methods will also be gathered to understand their perspectives on the learning experience

Effect of AI-Supported Case Analysis on Nursing Students

The aim of this study is to determine the effect of AI-supported oncology case analysis on nursing students' knowledge, level of learning satisfaction, and clinical decision-making skills. This study is planned to be conducted using a single-blind randomized controlled trial design for the quantitative research component and an interview design for the qualitative research component. The students will be divided into two groups: an intervention group (artificial intelligence) and a control group (traditional instruction).

Artificial Intelligence Assisted Teaching of Structured Nursing Care According to ERAS Protocol

This study evaluates an AI-supported case-based educational approach for teaching nursing care of gynecologic oncology patients according to the Enhanced Recovery After Surgery (ERAS) protocol. This single-center, parallel-group randomized controlled trial was conducted during the second semester of the 2024-2025 academic year with third-year undergraduate nursing students who had successfully completed the Obstetrics and Gynecology Nursing course and its related clinical practice at a public university in western Türkiye. A total of 76 students were randomized in equal proportions to the AI-supported case-simulation group or the control group using block randomization. Six participants were lost to follow-up because of withdrawal or incomplete data collection forms, and the final analyses included 70 students (35 in each group). Data were collected before and after the intervention using the researcher-developed ERAS Protocol Nursing Care Knowledge Test and the Multidimensional 21st Century Skills Scale. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were used to summarize participant characteristics and study variables. Baseline characteristics were examined using independent-samples t-tests for continuous variables and chi-square tests for categorical variables. Intervention effects were evaluated using 2 × 2 mixed-design analysis of variance (ANOVA), with time (pretest and posttest) as the within-subjects factor and group (AI-supported intervention and control) as the between-subjects factor. The principal effect of interest was the Time × Group interaction, indicating whether changes from pretest to posttest differed between groups. The same analytical approach was applied to ERAS knowledge, the total 21st-century skills score, and its subdimensions. Effect sizes were reported using partial eta squared (partial η²), and statistical significance was set at p \< .05.

The Effect of Basic Life Support Training Given by the Escape Room Method on the Knowledge and Skills of Nursing Students

Today, nursing education is not only about the transfer of theoretical information, but also includes the acquisition of multidimensional skills such as clinical decision making, critical thinking and teamwork. In this context, educational escape room games stand out as an effective teaching strategy, especially in basic life support (BLS) applications that require emergency management (Adams, Burger, Crawford \& Setter, 2018; Gómez-Urquiza et al., 2019). Escape room games are team-based, interactive and gamified learning environments in which participants solve puzzles by cooperating within a certain scenario in a limited time and try to achieve the specified goal (Nicholson, 2015; Wiemker, Elumir \& Clare, 2015; Clarke et al., 2017). In the teaching of emergency interventions such as cpr, which require time management, quick decision making and coordinated teamwork, this game structure enables students to develop both knowledge and skills (Tassemeyer, Glover \& Steve

The Effectiveness of Serious Game-Based Training for Nursing Students in Postpartum Haemorrhage Management

This randomized controlled trial evaluated the incremental effect of adding a web-based serious game to standard theoretical instruction on third-year nursing students' postpartum hemorrhage management knowledge, task-specific self-efficacy, and self-regulated learning. Using census recruitment, all 159 eligible students were invited, and 120 students consented and were randomly allocated in a 1:1 ratio to the intervention or control group (60 participants per group) using randomly permuted blocks of four. Both groups received the same three 40-minute theoretical sessions. The intervention group additionally completed an individual, self-paced, 30-50-minute browser-based serious game featuring a single branching postpartum hemorrhage scenario, clinical decision-making, and immediate physiological feedback. The control group received no additional educational activity before the immediate posttest assessment. Outcomes were assessed at baseline before randomization and immediately after the intervention or control condition. Outcome data were analyzed by an independent analyst blinded to group coding.Data will be collected using the PPK Management Knowledge and Skills Assessment Form and the PPK Management Self-Confidence Scale.

Efficacy of Bystander Intervention Program in Nursing Students

This randomized controlled trial evaluated the effectiveness of a bystander intervention program for dating violence among nursing students. The study was conducted with second-year nursing students at Istanbul University-Cerrahpaşa Florence Nightingale Faculty of Nursing. A total of 84 students were randomized to the intervention and control groups. Due to missing data from one participant in the control group, 83 students were included in the final analysis (intervention group, n=42; control group, n=41). Participants were allocated to the groups using computer-generated randomization. The intervention group received the Bystander Intervention Program, which was developed based on the Bystander Behavior Model and the Theory of Planned Behavior and adapted to the cultural and institutional context. The control group received a single 90-minute educational session on dating violence during the study period. After completion of all outcome assessments, participants in the control group were also offered the Bystander Intervention Program for Dating Violence. Data were collected face-to-face using an Individual Information Form, the Bystander Efficacy Scale, the Intention to Help Scale-Short Version, the Bystander Behavior Scale, and a Program Evaluation Form. Bystander efficacy and intention to help were assessed at baseline, immediately after the intervention, and at two-month follow-up. Bystander behavior was assessed at baseline and at two-month follow-up.

The Impact of Experiential Simulation on Nursing Students

Patients with impaired renal functions sustain their lives through kidney transplantation or various dialysis methods. Peritoneal dialysis, one of these methods, is based on the administration of 1.5-3 liters of dialysis solution into the patient's peritoneal cavity and the replacement of this solution at 4-6 hour intervals. The continuous presence of this solution in the peritoneum creates a significant physical burden for the patient. It is crucial for nurses to be aware of this physical load and the challenges patients face throughout the process, to understand them, and to develop empathy. A nurse's understanding of the patient facilitates treatment adherence, improves quality of life, and supports the patient's motivation. In this study, a weight-based simulation will be implemented to enhance nursing students' empathy levels and caring behaviors. Students will be equipped with a 2 kg weight for four-hour periods to experience the physical burden endured by peritoneal dialysis patients. Following the intervention, students' empathy levels, caring behaviors, and perspectives regarding the experience will be evaluated. It is anticipated that the findings of this study will provide valuable insights into the empathy levels and caring behaviors of nursing students. Furthermore, the students' feedback is expected to guide nursing education, academics, and clinical nurses in providing care for patients undergoing peritoneal dialysis.

Simulation-Based Schizophrenia Training in Nursing Education

This study aims to examine the effect of a schizophrenia scenario-based simulation on nursing students' knowledge, empathy, and caregiving competence. The study uses a single-group pre-test/post-test (quasi-experimental) design. Nursing students enrolled in a Mental Health and Psychiatric Nursing course at a foundation university in Istanbul, Türkiye, who have not previously participated in a similar simulation, are invited to take part. Before the simulation, participants complete a set of questionnaires assessing their knowledge about schizophrenia, empathy level, and caregiving competence. They then take part in a structured simulation session involving a standardized patient portraying a person with schizophrenia. The session includes a preparation phase, a prebriefing session, a 15-minute clinical encounter in which the student conducts a therapeutic interview and mental status examination, and a debriefing session guided by a structured reflective model. Immediately afterward, participants complete the same questionnaires again, along with a scale measuring their perception of the simulation's educational effectiveness. The purpose of the study is to determine whether this type of simulation-based training improves nursing students' knowledge, empathy, and confidence in caring for individuals with schizophrenia, and to contribute evidence on the use of simulation in psychiatric nursing education.

High-fidelity Simulators and Standardized Patients on the Stoma Care

This is a randomized controlled study to investigate the effects of skill training on a low-fidelity simulator with a standardized patient using a wearable ostomy model on the stoma care skills and satisfaction levels of nursing students.

The Effect of Creative Drama Education on Nursing Students' Reflective Thinking and Clinical Decision-Making: A Mixed-Methods Study

This randomized controlled mixed-methods study evaluated the effect of creative drama education on nursing students' reflective thinking and clinical decision-making skills. Participants were randomly assigned to either an experimental group receiving creative drama education (n = 40) or a control group participating in case-based discussion sessions (n = 37). Quantitative data were collected before and after the intervention using validated measurement instruments. Following completion of the intervention, qualitative interviews were conducted with participants from the experimental group to explore their learning experiences and provide a deeper explanation of the quantitative findings.