Clinical Research Directory

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.

Efficacy of TPACK-Based Instruction in an Information Resources Course for Nursing Students

Study Purpose The purpose of this study is to evaluate the effectiveness of a blended teaching approach based on the TPACK framework in improving the skills of master\'s degree nursing students in retrieving and using network information resources. The TPACK framework integrates Technology, Pedagogy, and Content Knowledge to enhance teaching and learning experiences. Study Content and Implementation Plan This study involves a combination of online and offline teaching methods to help nursing students better understand and utilize various information resources. The main components of the study include: 1. Knowledge Mastery Survey: Students will be assessed on their understanding of the course content using a specially designed survey. 2. Resource Effectiveness Evaluation: The study will measure how helpful students find the different resources used in the course, such as videos, PPTs, and assignments. 3. Skill Improvement Assessment: The study will evaluate the extent to which the course helps improve students\' abilities in areas like literature search, document management, and academic writing. 4. Student Satisfaction Survey: Students will provide feedback on their satisfaction with the course through a comprehensive survey. By implementing these measures, the study aims to minimize any negative effects on students and maximize their learning outcomes in a safe and supportive environment.

Gamified Learning and Medication Error Prevention

This study aims to evaluate the effectiveness of gamification (using interactive tools like Kahoot!) on nursing students' awareness and knowledge levels regarding medication safety. Medication errors are a significant concern in healthcare, and innovative educational methods are needed to improve patient safety. The research will compare the traditional teaching methods with a game-based learning approach to determine which is more effective in enhancing students' clinical skills and attention to safety protocols.

Augmented Reality and 3D Model-Based Ventrogluteal Injection Training in Nursing Students (AR3D-VGI)

The aim of this study was to evaluate the impact of a skills training program-conducted using augmented reality (AR) and 3D model technologies-on first-year nursing students' knowledge, skills, anxiety, and satisfaction, as well as the retention of learning, regarding the correct identification of the injection site and the application of the correct technique for intramuscular (IM) injections in the deltoid (VG) region. The hypotheses of the study are as follows: H1: There is a difference in knowledge scores regarding the administration of intramuscular injections into the ventrogluteal region between the AR group and the control group. H2: There is a difference in skill scores regarding the administration of intramuscular injections into the ventrogluteal region between the AR and control groups. H3: There is a difference in state anxiety scores regarding the administration of intramuscular injections into the ventrogluteal region between the AR and control groups. H4: There is a difference in satisfaction scores regarding training methods for intramuscular injection into the ventrogluteal region between the AR and the control group. H5: There is a difference in knowledge scores regarding intramuscular injection into the ventrogluteal region between the 3D Model group and the control group. H6: There is a difference in skill scores regarding intramuscular injection into the ventrogluteal region between the 3D Model group and the control group. H7: There is a difference in state anxiety scores regarding intramuscular injection into the ventrogluteal region between the 3D Model group and the control group. H8: There is a difference in satisfaction scores regarding training methods for intramuscular injection into the ventrogluteal region between the 3D Model group and the control group. H9: There is a difference in retention scores regarding knowledge of intramuscular injection into the ventrogluteal region between the AR and control groups. H10: There is a difference in retention scores regarding knowledge of intramuscular injection into the ventrogluteal region between the 3D Model and control groups. H11: There is a difference in skill retention scores regarding the application of intramuscular injection into the ventrogluteal region between the AR and the control group. H12: There is a difference in skill retention scores regarding the application of intramuscular injection into the ventrogluteal region between the 3D Model and the control group. After providing theoretical training to the entire group, the researcher will randomly assign participants and have them practice using the AR, a 3D hip model, and a traditional model. After four weeks, the researcher will assess retention.

Oral Health Education in Nursing Training Programs in Germany

This study aims to assess the current state of oral health education in nursing training programs in Germany. Good oral health is an important component of general health, yet it is often insufficiently addressed in nursing practice and education. This cross-sectional study uses self-developed standardized online questionnaires to collect data from educational leaders (such as school directors and program coordinators) as well as nursing trainees and students. The survey examines how oral health topics are integrated into curricula, which content is taught, how teaching is delivered, and how learners assess their own competence and educational needs in this area. The results of this study will provide a comprehensive overview of current practices and help identify gaps and opportunities to improve oral health education in nursing programs.

AI-SUPPORTED FLIPPED LEARNING IN BREAST SELF-EXAMINATION TRAINING

The global increase in cancer cases has made breast cancer the second most common cancer after lung cancer and a primary health problem among women. Early diagnosis is the most critical factor in improving survival rates and quality of life in breast cancer. Breast self-examination (BSE), which enables individuals to notice changes in their own breast tissue during the early diagnosis process, is a low-cost and effective awareness method. It is essential that nurses, who play a key role in raising public awareness on this issue, and nursing students, who are the future healthcare professionals, have sufficient knowledge and practical skills in BSE. However, the literature shows that even if students have theoretical knowledge, their application rates are low. In this context, the "AI-Supported Flipped Learning" model, which goes beyond traditional methods and supports active learning, personalized feedback, and digital literacy, has the potential to be an innovative solution in nursing education. Objective: This study aims to evaluate the effect of AI-supported flipped learning model and traditional education on the knowledge levels and performance skills of nursing students regarding BSE knowledge and skills.

Escape Room in Pressure Ulcer Education

This randomized controlled trial (RCT) with a pretest-posttest design aimed to determine the effect of a game-based escape room teaching method on intern nursing students' knowledge levels regarding pressure ulcers. The study was conducted at the Faculty of Nursing, Aydın Adnan Menderes University between March and December 2025. A total of 56 senior nursing students were randomly assigned to either the intervention group (n = 28) or the control group (n = 28). The intervention group received both theoretical instruction and escape room-based learning activities, while the control group received only traditional lecture-based theoretical instruction. Data were collected using the Student Information Form, the Pressure Ulcer Knowledge Assessment Tool 2.0 (PUKAT 2.0-T), and the Gameful Experience Scale (GAMEX). The primary outcome was the change in pressure ulcer knowledge levels measured using the Pressure Ulcer Knowledge Assessment Tool 2.0 (PUKAT 2.0-T) across three time points: baseline, immediately after theoretical instruction, and 1 month after the intervention.

The Effect of Gamified Metaverse-Based Training on Nursing Students' Self-Efficacy and Metaverse Perception Regarding Pressure Injury Management

Introduction: Pressure ulcers are a largely preventable clinical problem that negatively impacts the quality of patient care and constitutes a significant economic burden for healthcare systems. The prevention and effective management of these ulcers are closely related to nurses' knowledge, skills, and self-efficacy levels. However, current nursing education programs show a limited number of practice-based and interactive training approaches for the prevention and management of pressure ulcers. In recent years, innovative and technology-supported training methods such as gamification and metaverse have emerged as promising approaches for improving students' knowledge and self-efficacy levels by increasing their active participation in learning processes. Aim: The aim of this research is to evaluate the effect of gamified metaverse-based training developed for nursing students on their knowledge level, academic self-efficacy, and metaverse perception regarding pressure ulcer management. Method: The research was planned as a randomized controlled experimental design. The population of the study will consist of students studying in the nursing department. The sample size was calculated using G\*Power based on PUKAT 2.0-T scores; Assuming a two-way α=0.05 and power=0.80, at least 26 participants were selected for each group, and the total sample size was planned as 60 students, taking into account possible losses. Participants will be administered a Demographic Information Form, the Pressure Ulcer Knowledge Level Assessment Tool 2.0-Updated Version (PUKAT 2.0-T), and the Nursing Students Academic Self-Efficacy Scale. Participants will be randomly assigned to intervention and control groups based on their pre-test scores. The intervention group will receive traditional classroom theoretical training and gamified metaverse-based training for two weeks, while the control group will receive traditional classroom theoretical training. Post-tests will be administered immediately after the intervention and one month later. In addition, the Metaverse Perception Scale will be administered to the intervention group. Data will be collected using the Pressure Ulcer Knowledge Assessment Tool 2.0-Updated Version (PUKAT 2.0-T), the Nursing Students Academic Self-Efficacy Scale, and the Metaverse Perception Scale for Nursing Students. Results: The obtained data will be analyzed using appropriate statistical methods. Conclusion: This research is expected to provide evidence regarding the effectiveness of innovative digital education models in nursing education and contribute to the development of educational strategies for the prevention of pressure ulcers.

The Effectiveness of Gamified Metaverse-Based Training on Patient Safety for Nursing Students

Introduction: Patient safety issues, such as medication errors, healthcare-associated infections, unsafe surgical procedures, and diagnostic errors, can negatively impact the quality of healthcare and patient outcomes due to preventable risks. There is a need for innovative, interactive educational approaches to ensure the lasting acquisition of patient safety competencies in nursing students and to strengthen their transfer to the clinical environment. Aim: This study aims to evaluate the effect of gamified metaverse-based training on patient safety competencies in nursing students and to assess student opinions regarding metaverse-based training. Method: The research will be conducted using a mixed-methods design. The quantitative phase will be an experimental design including intervention and control groups, pre-test-post-test, and a one-month follow-up (retention test). The research will be conducted between February 2026 and May 2026 with second-year students studying in the Spring semester of 2025-2026 at Başkent University Nursing Department in Ankara. According to G\*Power calculations, a minimum sample size of 52 was found; considering a possible 10% loss, the total sample size was planned as 60 students (intervention=30, control=30). All participants will take the Patient Safety Knowledge Level Test (pre-test) and the Patient Safety Competency Self-Assessment Tool before the training. This will be followed by 2 hours of traditional theoretical training on patient safety; the intervention group will also receive gamified metaverse-based training via Spatial.io for two weeks. Post-tests will be administered after the training and one month later. Data collection tools include the Demographic Information Form, the Patient Safety Knowledge Level Test, the Patient Safety Competency Self-Assessment Tool (PSCS), and focus group interviews to be conducted in the intervention group. Quantitative data will be analyzed through within-group and between-group comparisons; qualitative data will be analyzed using thematic analysis, and the findings will be interpreted holistically. Findings (Expected): Gamified metaverse-based training is expected to provide a greater increase in mean scores on the Patient Safety Knowledge Level Test (PSL) and total and sub-dimension scores (knowledge-skills-attitudes) of nursing students compared to the control group, and to support the retention of these results. Conclusion: This study is expected to generate evidence regarding the effectiveness of gamified metaverse-based training in improving patient safety competencies in nursing education and to contribute to the structuring of patient safety training in a more integrated, student-centered, and sustainable manner.

ADDIE-Based Training Program for Nurses on Medical Device-Related Pressure Injuries

Medical device-related pressure injuries (MDRPIs) are a significant and increasing problem in clinical settings, particularly in intensive care units, adversely affecting patient outcomes and increasing healthcare costs. Nurses play a critical role in the prevention and management of MDRPIs; however, previous studies have shown that their knowledge and practices in this area are often insufficient. This study aims to develop an ADDIE (Analysis, Design, Development, Implementation, Evaluation) model-based training program for nurses and to evaluate its effect on their knowledge and care practices related to MDRPIs. The study is designed as a single-group pretest-posttest pre-experimental study and will be conducted with nurses working in intensive care units. Data will be collected at three time points: before the training (pretest), immediately after the training (posttest), and one month after the training (follow-up). The training program will be delivered face-to-face using structured educational materials. Outcomes will include changes in nurses' knowledge levels and their evaluations of the training program. The findings are expected to contribute to improving nursing care practices and enhancing patient safety by supporting effective prevention and management of MDRPIs.

Blockchain-Enabled E-Portfolios for Competency Tracking in Undergraduate Nursing Education: A Randomized Controlled Trial

This study evaluates whether a blockchain-enabled electronic portfolio can improve competency tracking and lifelong learning in undergraduate nursing education. Conventional electronic portfolios are often fragmented across courses and clinical rotations, difficult to verify across institutions, and limited in supporting learner ownership of records. To address these challenges, this study compares a blockchain-enabled e-portfolio system with a conventional Moodle-based e-portfolio during a medical-surgical clinical rotation. Third-year undergraduate nursing students at Jouf University, Saudi Arabia, were randomly assigned to use either the blockchain-enabled e-portfolio intervention or the conventional e-portfolio control. The intervention was designed to support cryptographically verifiable competency records, structured reflective evidence, and personalized competency feedback through dashboard analytics. The main outcomes include clinical competence assessed by an Objective Structured Clinical Examination (OSCE), lifelong learning orientation, portfolio quality, and trust in the credibility and portability of competency records. After the quantitative phase, focus group interviews were conducted with students in the intervention group to explore their experiences with the system and the mechanisms through which it may influence learning. The study aims to determine whether blockchain-enabled e-portfolios offer educational advantages over conventional portfolio systems in competency-based nursing education and to identify implementation factors that may support or hinder adoption.

Building Sustainability Competencies in Future Nurses

Global warming and social justice issues are increasing the complexity of global healthcare delivery. Health systems significantly contribute to environmental harm through carbon emissions, medical waste, and resource overuse. Nurses, as the largest group in healthcare, face workplace hazards and environmental challenges, highlighting the need for institutions to promote sustainable practices and workplace safety. The United Nations' Sustainable Development Goals (SDGs) emphasize integrated social, economic, and environmental sustainability, with health and universal health coverage as key themes. The International Council of Nurses (ICN) underscores nurses' vital role in achieving these goals by linking nursing care to public health, sustainability, climate action, and education. Developing sustainability competencies in nursing education requires practical training in environmentally responsible behaviors within healthcare settings, beyond theoretical knowledge.

Moulage Technique in Child Abuse Recognition

Early recognition of physical abuse in children is essential for ensuring child safety and preventing further harm. However, distinguishing abuse-related injuries from accidental findings can be challenging, especially for nursing students who have limited clinical experience. Simulation-based educational methods may provide safe and effective environments for developing these skills. This study aims to evaluate the effectiveness of moulage-based simulation training in improving nursing students' ability to recognize signs of physical abuse in children. The study will use a randomized controlled design in which students will be assigned to either a moulage-based simulation group or a control group receiving standard theoretical education. After a lecture on child physical abuse within the Child Health and Pediatric Nursing course, students will participate in laboratory practice sessions. The intervention group will assess a pediatric mannequin prepared with simulated abuse findings using moulage techniques. Students' knowledge and recognition of physical abuse indicators will be evaluated before and after the intervention. The study seeks to determine whether moulage-based education improves nursing students' recognition of physical abuse findings and supports the development of clinical assessment skills.

Gamification in Stoma Care Education for Nursing Students

his study aims to determine the effect of a gamification-based educational method on nursing students' learning of stoma care. The research will be conducted as a pretest-posttest, parallel-group randomized controlled experimental study. This research will be prepared under the guidance of the Standard Protocol Items: Recommendations for Interventional Trials (SPIRIT) protocol, and the reporting of the randomized controlled study will be carried out under the Consolidated Standards of Reporting Trials (CONSORT). Participants will consist of fourth-year nursing students who voluntarily agree to participate in the study. After obtaining informed consent, participants will complete a descriptive characteristics form and the Stoma Care Knowledge Test. Randomization will be performed based on baseline knowledge levels, and participants will be assigned to experimental and control groups. Students' knowledge levels will be assessed using the "Stoma Care Knowledge Test," and their skills will be evaluated using a "Skills Checklist." Following baseline knowledge and skill assessment, the experimental group will receive gamified stoma care education, while the control group will receive standard education. The gamification intervention is designed based on the Werbach D6 Model and aims to enhance students' knowledge and skills in stoma care. Post-intervention knowledge and skill assessments will be conducted one week after the training. In addition, follow-up measurements will be performed four weeks later to evaluate the retention of knowledge and skills.

Escape Room Simulation vs Case-Based Learning for Vital Sign Measurement in Nursing Students

This study compares two teaching methods for helping first-year nursing students learn how to select the correct anatomical site for vital sign measurement in different clinical conditions. Students will be randomly assigned to one of two groups: an escape room simulation group or a case-based learning group. Both groups will receive the same clinical content. Knowledge levels and anxiety will be measured before and after the intervention. Students in the escape room group will also complete scales measuring their gaming experience and satisfaction with learning. Additionally, focus group interviews will be conducted with escape room participants to explore their learning experiences in depth. The study uses a sequential explanatory mixed-methods design.

The Effect of Benner's Jigsaw Teaching Technique Based on the Novice to Expert Model and Scenario-Based Peripheral Intravenous Catheterization Instruction on Skill Acquisition of Nursing Students: An Experimental Study.

This randomized controlled experimental study aims to evaluate the effectiveness of a training program based on the Jigsaw teaching technique and scenario-based learning in improving the peripheral intravenous catheterization skill levels of first-year nursing students. Participants will be randomly assigned to either the intervention group, receiving Jigsaw-based collaborative learning combined with clinical scenarios, or the control group receiving traditional skills training. The primary outcome is the improvement in students' clinical skill performance as measured by a standardized skill assessment checklist. The study seeks to determine whether innovative, active learning methods can enhance fundamental nursing skills training

Team-Based Learning Integrated Into Clinical Simulation in Nursing Students

This study aims to evaluate whether integrating Team-Based Learning (TBL) into clinical simulation improves learning outcomes in undergraduate nursing students compared with traditional simulation alone. Team-Based Learning (TBL) is an educational approach that actively involves students in small groups through individual preparation, teamwork, and application of knowledge to real-world problems. Clinical simulation is already widely used in nursing education to help students practice technical and non-technical skills in a safe environment. Combining these two approaches may enhance learning, but evidence is still limited. In this randomized controlled trial, third-year nursing students enrolled in the Bachelor of Nursing program at the University of Pisa will be randomly assigned to one of two groups. One group will receive a Team-Based Learning session before participating in a clinical simulation, while the control group will take part in standard simulation activities without TBL. The study will assess students' knowledge, technical skills, and teamwork competencies immediately after the educational activities and again at three and six months to evaluate retention of learning outcomes. Participation is voluntary and does not involve additional risks beyond standard educational activities.

Objectıve Structured Clınıcal Examınatıon Stress For Intravenous Perıpheral Catheterızatıon

In this planned study, the stress levels of nursing students regarding intravenous access during the OSCE (Objective Structured Clinical Examination) will be measured using self-report questionnaires and smartwatches. Stress levels will be compared with those of another student group who did not undergo the OSCE assessment but performed intravenous access procedures.

Evaluation of the Effects of Traditional and E-Learning Methods in Cancer Pain Care Education on Learning Outcomes and Institutional Costs

Cancer pain is a significant clinical problem that directly affects patients' quality of life and requires nurses to be equipped with adequate knowledge and skills to provide effective care. The current shift in knowledge and skill acquisition from traditional teaching methods toward e-learning-based approaches has increased the importance of comparing the effects of these educational methods on learning outcomes in cancer pain management education. Within this context, the course content on cancer pain management will be developed using both traditional and e-learning methods based on the ADDIE instructional design model. The effects of these two methods on students' learning outcomes and institutional teaching costs will be evaluated. Thus, this study aims to contribute to identifying effective and cost-efficient teaching strategies in nursing education.

Effect of Podcast-Based Education on Preoperative Nursing Competency and Evidence-Based Knowledge in Nursing Students

This study aims to evaluate the effectiveness of podcast-based education on nursing students' competency in preoperative patient care and their knowledge of evidence-based nursing practices. Preoperative care is a critical component of perioperative nursing and plays a key role in patient safety and surgical outcomes. Improving students' competency in this area is essential for maintaining quality care. In this quasi-experimental controlled study, undergraduate nursing students will be randomly assigned to either a control group receiving standard classroom education or an intervention group receiving standard education supplemented with structured podcast materials focusing on preoperative patient preparation and assessment. Outcomes will be measured using validated competency and knowledge assessment tools administered before and four weeks after the educational intervention. The study is designed as a minimal-risk educational intervention and seeks to determine whether podcast-based learning can enhance competency and evidence-based knowledge in nursing education.

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.

Effect of Word Search and Case-Based Puzzle Use in Stoma Care Education of Nursing Students

Objective: This study aims to determine the effect of using word search and case-based puzzles in stoma care education on nursing students' knowledge levels. Given that traditional teaching methods may have limited effectiveness in helping students acquire knowledge and skills, the study aims to demonstrate the contribution of integrating active learning and gamification-based approaches into education. Design: The study is planned as a randomized controlled experimental design and will use a pre-test-post-test measurement approach. Method: The study will be conducted with second-year students from the Nursing Department at Gazi University. This research will be prepared under the guidance of the Standard Protocol Items: Recommendations for Interventional Trials (SPIRIT) protocol, and the reporting of the randomized controlled study will be carried out under the Consolidated Standards of Reporting Trials (CONSORT). In the study, students will be randomly assigned to the experimental and control groups. The experimental group will receive training that includes word search and case-based puzzles during the stoma care training process, while the control group will receive training using traditional teaching methods. Students' knowledge levels will be assessed with measurements applied before and after the training, and student opinions regarding the training method will also be analyzed. The "Stoma Care Knowledge Level Assessment Test" will be used to evaluate knowledge levels, and the "Student Opinions on the Use of Puzzles and Word Searches in Stoma Education" form will be used to determine student opinions. Hypothesis: The null hypothesis (H0) of the study states that the use of word search and case-based puzzles in stoma care education has no effect on students' knowledge level; the alternative hypothesis (H1) states that this educational method significantly affects students' knowledge level.

Impact of AI-Based Research Training on Nursing Students

The goal of this clinical trial is to find out whether an artificial intelligence (AI)-powered research training course can improve nursing students' research skills, attitudes toward artificial intelligence, and readiness to use AI in research and education. The main questions this study aims to answer are: Does AI-powered research training improve nursing students' understanding of research methods? Does this training improve nursing students' attitudes toward artificial intelligence? Does the course increase nursing students' readiness and confidence to use artificial intelligence in research-related activities? Researchers will compare nursing students who take an AI-powered research training course with students who receive usual education without AI-based training. Participants will: Be randomly assigned to either the AI-powered research training group or the usual education group Complete online questionnaires about research skills, attitudes toward artificial intelligence, and readiness to use AI Attend assessments at three time points: before the course, immediately after the course, and three months later The AI-powered research training course includes structured sessions on research methods and the responsible use of artificial intelligence tools for literature review, research design, data analysis support, and academic writing. The results of this study may help improve research education and support the safe and effective use of artificial intelligence in nursing education and research.

The Effect of Post-Scenario Debriefing and Rapid Cycle Deliberate Practice in Anaphylactic Shock Training on Nursing Students' Knowledge, Performance, Self-Confidence, and Satisfaction

This study aims to examine the effect of rapid cycle deliberate practice (RCDP) on nursing students' knowledge, performance, self-confidence, and satisfaction levels regarding anaphylactic shock management. Based on a randomized controlled study design, the study will compare third-year nursing students in terms of RCDP application with traditional analysis methods performed at the end of a scenario. Students, divided into intervention and control groups, will have their knowledge levels, simulation performance, self-confidence, and satisfaction assessed using various scales. The retention of learning and students' subjective learning experiences will also be included in the research. The outcome of this study will determine whether RCDP is an effective method for improving critical clinical decision-making and emergency management skills in nursing students.