Clinical Research Directory

Port Catheter Training Effectiveness for Nurses

This study is a single-group quasi-experimental study designed to evaluate a structured port catheter training program for nurses. The intervention consists of theoretical instruction and practical demonstration on port catheter care and management. Nurses will participate in the training program and undergo assessments at predefined time points before and after the intervention to evaluate changes in knowledge related to port catheter care.

Humanistic Approach-Based Caring Relationship Teaching in Nursing Students

This randomized controlled study aims to evaluate the effect of individualized caring relationship teaching based on Paterson and Zderad's Humanistic Nursing Approach on caring-oriented nurse-patient interaction among first-year nursing students before their first clinical practice. Eligible nursing students will be randomly assigned to an intervention group or a control group using a computer-based randomization method. The intervention group will receive structured theoretical education based on Paterson and Zderad's Humanistic Nursing Approach, including individualized caring relationships, presence, reciprocity, meaningful interaction, the I-Thou relationship, and empathic communication. Following the theoretical education, students in the intervention group will participate in a structured simulation session with a standardized patient. The simulation will consist of prebriefing, scenario implementation, and debriefing. Students in the control group will receive the conventional theoretical education included in the nursing curriculum and will not participate in the standardized-patient simulation. Data will be collected before and after the intervention. Caring-oriented nurse-patient interaction will be assessed using a validated measurement instrument. In addition, students in the intervention group will be evaluated during the simulation using structured assessment tools, and their simulation experience and simulation-based learning will be assessed. The study is expected to provide evidence regarding the effectiveness of combining humanistic nursing theory-based education with standardized-patient simulation in preparing nursing students for clinical practice and developing caring-oriented nurse-patient interaction.

Using 360-Degree Interactive Video for Bleeding First Aid in Nursing Education: Effects on Knowledge, Self-Efficacy, and Learning Experience

The goal of this clinical trial is to learn if a 360-degree interactive virtual reality (VR) video simulation works to improve first aid knowledge, knowledge retention, and self-efficacy in stopping severe bleeding among first-year undergraduate nursing students. The main questions the study aims to answer are: * Does experiencing the interactive VR video simulation increase students' knowledge of bleeding first aid? * Does the VR video simulation increase students' long-term retention of first aid knowledge? * Does the VR video simulation improve students' self-efficacy in bleeding first aid? Researchers compared four groups using a Solomon four-group design to evaluate the effectiveness of the VR simulation, while also testing whether taking a pre-test affected the final outcomes. Participants: * Completed an introductory survey and possibly a baseline test measuring first aid knowledge and self-efficacy. * Attended a 1-hour standard classroom lecture about first aid for bleeding. * (Intervention groups only) Completed a 5-minute interactive 360-degree video simulation of a severe bleeding emergency using an Oculus Quest 2 VR headset, which required answering 7 clinical decision-making questions. * Completed follow-up tests 4 weeks and 8 weeks after the training to measure their bleeding first aid knowledge and self-efficacy.

The Effect of Chess Intervention

The aim of this study is to investigate the effect of a chess programme on nursing students' critical thinking tendencies and levels of cognitive flexibility.

Effects of Virtual Reality Hand Hygiene Simulation on Nurses' Hand Hygiene

Healthcare-associated infections (HAIs) are an important patient safety concern, and hand hygiene is one of the most effective measures for preventing their transmission. However, hand hygiene compliance among healthcare professionals, including nurses, remains suboptimal. Innovative educational approaches may support the development of hand hygiene knowledge, behaviour, and compliance. Virtual reality (VR) simulation provides an immersive and interactive learning environment that allows learners to practice clinical situations and reinforce knowledge and skills. In nursing education, VR simulation may facilitate the transfer of theoretical knowledge into practice and provide opportunities for repeated learning experiences. This randomized controlled study evaluated the effectiveness of a VR-based hand hygiene simulation for nurses. Participants in both the experimental and control groups received standard hand hygiene training, while participants in the experimental group additionally received VR-based hand hygiene simulation. The study evaluated the effects of the intervention on nurses' hand hygiene knowledge, handwashing behaviour, and hand hygiene compliance.

ICU Delirium Playbook Training Study for ICU Nurses

Delirium is a common and serious acute neurocognitive disorder among critically ill patients, affecting up to 50% of intensive care unit (ICU) patients and up to 80-90% of those receiving invasive mechanical ventilation. It is associated with increased mortality, prolonged ICU and hospital length of stay, long-term cognitive impairment, higher healthcare costs, and reduced quality of life for patients and their families. Despite the availability of validated screening tools such as the Confusion Assessment Method for the Intensive Care Unit (CAM-ICU), delirium remains underrecognized and undertreated in routine clinical practice, largely because of inadequate healthcare professional education and inconsistent implementation of evidence-based recommendations. Nurses play a central role in the prevention, early detection, and management of delirium, making targeted educational interventions essential to improve clinical practice. The ICU Delirium Playbook is a multimedia educational program developed by the University of California, San Diego, consisting of brief instructional videos and realistic clinical scenarios designed to improve nurses' knowledge and confidence in delirium assessment and management. The aim of this quasi-experimental pre-post study is to evaluate the effectiveness of the ICU Delirium Playbook among intensive care nurses at Pisa University Hospital. The primary objective is to determine whether participation in the educational program improves nurses' knowledge of delirium. Secondary objectives are to evaluate participants' satisfaction with the training, assess changes in clinical attitudes and behaviors related to delirium care, validate the Italian version of the behavioral assessment questionnaire, and explore the impact of the educational intervention on patient outcomes, including the frequency of delirium recognition and the duration of delirium episodes. The study will be conducted in a single center using a pre-intervention and post-intervention design. Before the educational intervention, participating nurses will complete questionnaires evaluating delirium knowledge, attitudes, and clinical behaviors. During the same period, retrospective and prospective clinical data will be collected from medical records of adult patients admitted to the Cardio-Thoracic-Vascular Intensive Care Unit, including delirium assessment and diagnosis. Following baseline data collection, nurses will attend the ICU Delirium Playbook educational session, lasting approximately four hours. After completion of the videos, nurses will repeat the same questionnaires, and patient clinical data will be collected again during a six-month post-intervention period. The study is based on Kirkpatrick's Four-Level Model for training evaluation, assessing participants' reaction to the educational intervention, learning outcomes, behavioral changes in clinical practice, and the effects on patient care. It is expected that the intervention will improve nurses' knowledge and evidence-based management of delirium, increase the recognition of delirium in ICU patients. The findings of this study will provide evidence regarding the effectiveness of the ICU Delirium Playbook in the Italian critical care setting and may support the implementation of standardized delirium education programs in intensive care units.

"EFFECTS OF PEYTON'S MODEL"

Detailed Description This randomized controlled trial aims to compare the effectiveness of three educational approaches in improving nursing students' knowledge, clinical skill performance, and self-efficacy regarding sterile urine specimen collection from an indwelling urinary catheter. The study will be conducted during the Spring semester of the 2025-2026 academic year in the Nursing Skills Laboratory at Maltepe University. The study population will consist of first-year nursing students enrolled in the Fundamentals of Nursing course. Students aged 18 years or older who voluntarily agree to participate will be eligible. Students who have previously received training or have experience in collecting sterile urine specimens from an indwelling urinary catheter will be excluded from the study. Phase 1: Selection and Training of Peer Educators Peer educators will be selected from volunteer fourth-year nursing students who have previous mentoring experience with first-year students and a grade point average above 3.0. Before the intervention, peer educators will receive standardized training from the principal investigator using Peyton's Four-Step Teaching Approach. The training will focus on sterile urine specimen collection from an indwelling urinary catheter and will be based on a validated procedural checklist with excellent reliability. During the training, peer educators will complete all four stages of Peyton's model, including demonstration, deconstruction, comprehension, and performance with structured feedback to ensure standardized instruction throughout the study. Phase 2: Theoretical Education, Baseline Assessment, and Randomization All eligible first-year nursing students will receive a four-hour theoretical lecture delivered by the course instructor before practical training. The theoretical content will include urinary system anatomy and physiology, urinary elimination and assessment, urinary catheterization, sterile urine specimen collection from an indwelling urinary catheter, and prevention of catheter-associated urinary tract infections. Following the theoretical session, participants will complete baseline assessments consisting of a Demographic Information Form, a Knowledge Test, and the Student Self-Efficacy Scale. Participants will then be randomly assigned in a 1:1:1 ratio to one of three study groups: Peyton Four-Step Teaching delivered by the course instructor. Peyton Four-Step Teaching delivered by trained peer educators. Traditional demonstration-based instruction delivered by the course instructor (control group). Randomization will be performed by an independent researcher who is not involved in participant recruitment, intervention delivery, or outcome assessment. A computer-generated block randomization sequence (block size = 6) created using Randomizer.org will be used to ensure balanced allocation among groups. Allocation concealment will be maintained using sequentially numbered, opaque, sealed envelopes. The researcher responsible for outcome assessment will remain blinded to group allocation throughout the study. Phase 3: Practical Skills Training Following randomization, students will receive practical training according to their assigned group. The two intervention groups will be taught using Peyton's Four-Step Teaching Approach by either the course instructor or trained peer educators. This approach consists of demonstration, deconstruction with step-by-step explanation, comprehension through learner-guided instruction, and independent performance with structured feedback. The control group will receive conventional demonstration-based instruction in which the instructor demonstrates and explains the procedure before students independently perform the skill. All practical sessions will be conducted individually in the nursing skills laboratory using simulation manikins. Student performance during training will follow the same validated procedural checklist to ensure standardization across groups. Phase 4: Post-Intervention Assessment After completing the practical training, participants will complete the Knowledge Test, Student Self-Efficacy Scale, and a Student Satisfaction Questionnaire developed by the researchers. Clinical skill performance will be evaluated by a blinded assessor using the validated procedural checklist employed throughout the intervention. Statistical analyses will be performed by an independent researcher who is not involved in the intervention or assessment process. This study is designed to determine whether Peyton's Four-Step Teaching Approach, delivered either by faculty members or trained peer educators, provides superior educational outcomes compared with conventional demonstration-based instruction. Participation in the study is entirely voluntary. The assessments are conducted solely for research purposes and will not contribute to students' course grades, academic achievement, or formal performance evaluation.

Gagné Instructional Model

Urinary catheterization is one of the essential clinical skills that undergraduate nursing students are expected to acquire during their early professional education. Competent performance of this procedure requires not only theoretical knowledge but also psychomotor competence and confidence. Identifying effective teaching strategies for urinary catheterization is therefore important for improving nursing education and promoting patient safety. Although peer-assisted learning has been widely implemented in nursing education, evidence comparing structured instructional models delivered by peer educators and faculty instructors remains limited. The purpose of this study is to evaluate the effects of peer-led training based on the Gagné Instructional Model on nursing students' urinary catheterization knowledge, skill performance, and self-efficacy. The effectiveness of peer-led Gagné-based training will be compared with faculty-led Gagné-based training and traditional demonstration-based instruction. This study is designed as a single-center, three-arm, parallel-group randomized controlled trial. The study population will consist of first-year undergraduate nursing students enrolled in the Fundamentals of Nursing course at Maltepe University Faculty of Nursing during the 2025-2026 academic year. Eligible students who are 18 years of age or older, have not previously received formal theoretical or practical education on urinary catheterization, have no prior urinary catheterization experience in clinical practice, and provide written informed consent will be invited to participate. Participants who have previously received urinary catheterization training or clinical experience, fail to attend the educational sessions, or do not complete the study assessments will be excluded. Sample size was calculated using G\*Power 3.1 for repeated-measures ANOVA (within-between interaction). Based on an effect size of 0.25, a significance level of 0.05, statistical power of 95%, three study groups, and two measurement time points, the minimum required sample size was calculated as 66 participants. To compensate for potential attrition, 81 participants (27 per group) will be recruited. Participants will be randomly assigned in a 1:1:1 ratio using computer-generated simple randomization to one of three study groups: (1) traditional demonstration-based instruction delivered by a faculty instructor, (2) peer-led training based on the Gagné Instructional Model, and (3) faculty-led training based on the Gagné Instructional Model. The educational content, teaching materials, training duration, simulation laboratory environment, and learning objectives will be identical across all groups. The only difference between groups will be the instructional approach and the individual delivering the training. Before the intervention, peer educators will receive standardized preparation regarding the Gagné Instructional Model to ensure consistency of instruction. Data collection will be conducted using a pretest-posttest design. Before the intervention, participants will complete a knowledge test, a self-efficacy scale, and an affective self-assessment form. Following completion of the educational intervention, the knowledge test and self-efficacy scale will be repeated, and urinary catheterization skill performance will be evaluated using a standardized skills checklist. Because participants and instructors cannot be blinded in educational intervention studies, assessor blinding will be implemented. Outcome assessors responsible for evaluating knowledge, self-efficacy, and urinary catheterization skill performance will remain unaware of participants' group allocation. Group assignments will also remain coded during statistical analyses to minimize assessment bias. The findings of this study are expected to provide evidence regarding the effectiveness of Gagné model-based peer education in undergraduate nursing education and contribute to the development of evidence-based instructional strategies for teaching psychomotor nursing skills.

Mobile Application-Supported Education in Nursing Students

This randomized controlled study evaluates the effectiveness of a mobile application-supported educational intervention on learning outcomes among first-year undergraduate nursing students. The study focuses on fundamental nursing skills related to oral, local, and parenteral medication administration. Students who met the eligibility criteria and agreed to participate were randomly assigned to an intervention group or a control group in a 1:1 ratio. All participants first received the standard theoretical instruction and laboratory-based skills training provided as part of the Fundamentals of Nursing course. Students assigned to the intervention group were then given password-protected access to a mobile application for 14 days. The application included instructional videos and educational content related to oral and local medication administration, subcutaneous and intramuscular injections, blood glucose measurement, blood sampling, and intravenous catheter insertion. The application had separate student and instructor interfaces. During the intervention period, the course instructor monitored students' participation and application completion percentages through the instructor interface. Students in the control group did not have access to the educational modules during this period. At the end of the two-week intervention, both groups completed a knowledge test and the Student Satisfaction and Self-Confidence in Learning Scale. On the same day, students underwent an Objective Structured Clinical Examination (OSCE) in the nursing skills laboratory. The OSCE was conducted by a second researcher who was blinded to group allocation. For students in the control group, only the OSCE assessment module was activated immediately before the examination; the educational modules remained inaccessible until the initial outcome assessments were completed. After completion of the randomized comparison and OSCE assessments, access to the mobile application was provided to all participants. Following an additional two-week access period, students' general attitudes toward mobile learning and e-learning were assessed. This final assessment was intended to describe participants' overall attitudes toward digital learning rather than to estimate a randomized between-group intervention effect. The primary outcomes are nursing knowledge and clinical skills performance. Secondary outcomes include student satisfaction, self-confidence in learning, attitudes toward e-learning, and mobile application usability. The findings are expected to provide evidence regarding the use of mobile learning technologies to support theoretical knowledge and clinical skills development in undergraduate nursing education.

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.

Digital Microlearning for Patient-Safety Readiness in Nursing Students

This randomized controlled trial evaluated whether a seven-day, patient-safety-focused digital microlearning program improved sustained clinical error recognition and the transfer of safety learning among second-year nursing students entering surgical clinical practice. Ninety students were randomly assigned in a 1:1 ratio to digital microlearning plus standard education or standard education alone. Outcomes were assessed at baseline, immediately after the intervention, at the end of the first week of surgical clinical practice, and at the end of the seventh week of surgical clinical practice. Weekly ecological momentary assessment prompts examined safety-oriented behavior during clinical practice. Blinded performance tasks assessed objective clinical transfer, and an explanatory qualitative component explored how and under what conditions students applied the learning in practice.

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 Breastfeeding Education Using a Lactation Simulation Model Among Nursing Students: A Randomized Controlled Trial

Breastfeeding education provided by nurses is an important determinant of breastfeeding success and maternal breastfeeding self-efficacy. Nursing students should acquire effective breastfeeding counseling skills before entering clinical practice. Simulation-based education offers students the opportunity to develop communication and clinical skills in a safe learning environment. The aim of this randomized controlled trial was to evaluate the effectiveness of breastfeeding education using a lactation simulation model among fourth-year nursing students. Students were randomly assigned to either an intervention group receiving simulation-based breastfeeding education using a lactation simulation model or a control group receiving routine theoretical breastfeeding education. During their maternity clinical placement, students provided standardized breastfeeding education to postpartum mothers. The primary outcomes were students' breastfeeding education skills and maternal breastfeeding self-efficacy. Secondary outcomes included breastfeeding success assessed by the LATCH Breastfeeding Assessment Tool and students' educational satisfaction. The findings of this study are expected to provide evidence supporting the integration of simulation-based breastfeeding education into undergraduate nursing curricula.

Digital Health Data Security and Management Awareness Training in Nursing Students

This randomized controlled study evaluated the effect of an online awareness training program on nursing students' awareness of digital data security and their attitudes toward data management in digital health environments. Nursing students were randomly assigned to an intervention group or a control group. The intervention group received online training on digital health data security and data management, while the control group did not receive the training during the study period. Participants completed the Digital Data Security Awareness Scale and the Data Management in the Digital Health Environment Scale. The study aimed to determine whether the awareness training improved nursing students' digital data security awareness and attitudes toward data management in digital health environments.

AI-SUPPORTED FLIPPED LEARNING IN NURSING EDUCATION

The increasing complexity of healthcare services and the diversification of patient needs require nurses to be equipped not only with clinical knowledge and technical skills, but also with effective communication, critical thinking, and self-directed learning competencies. Nurses continuously interact with multidisciplinary teams throughout the processes of planning, implementing, and evaluating patient care. Therefore, communication skills are among the fundamental determinants of patient safety and quality of care. However, traditional educational methods are largely based on passive learning and may be insufficient in developing students' professional communication and self-directed learning skills. This limitation can reduce students' learning motivation and negatively affect their ability to make independent decisions and communicate effectively in clinical practice. Digital technologies and artificial intelligence (AI)-supported applications provide opportunities to strengthen student-centered approaches in education. AI-supported systems offer personalized feedback, enabling targeted support according to students' individual learning needs. The flipped learning approach, on the other hand, is based on acquiring theoretical knowledge before class, while class time is devoted to practice, discussion, and problem-solving activities. This approach enhances students' active participation and supports the development of critical thinking and communication skills. AI-supported flipped learning combines technological opportunities with pedagogical strategies to create a more interactive and personalized learning experience. This method encourages students to take responsibility for their own learning and strengthens their self-directed learning skills. Nevertheless, studies examining the effects of this approach on learning motivation and self-directed learning in nursing education remain limited. Therefore, this study aims to evaluate the effects of professional communication skills training based on an AI-supported flipped learning approach on nursing students' learning motivation and self-directed learning levels.

Effect of a Chatbot on Nursing Students' Self-Efficacy in Pediatric Medication Administration

This study looked at whether a chatbot can help nursing students feel more confident about giving medicines to children. Giving medicines to children is difficult because doses depend on the child's weight, and mistakes can be harmful. Third-year nursing students starting their pediatric clinical placement took part. They were divided by chance into two groups. Both groups received the usual training. One group also used a chatbot that helped with medicine dose calculations and answered questions about giving medicines to children, based on a trusted nursing textbook. The other group used only the usual references. Students' confidence in giving medicines to children was measured with a questionnaire before and after the placement. The study compared how much each group's confidence changed to see whether the chatbot added a benefit beyond the usual training.

Animation-Based Orotracheal Suction Training for Expert Nurses

This randomized controlled trial aimed to evaluate the effect of animation-based orotracheal suction training on the clinical reasoning competency and knowledge levels of expert pediatric nurses. Orotracheal suctioning is a complex and invasive nursing procedure requiring advanced clinical reasoning, rapid decision-making, and patient safety awareness. Although digital learning approaches are increasingly used in nursing education, evidence regarding their effectiveness among expert nurses remains limited. A total of 66 pediatric nurses with at least five years of clinical experience and classified as expert nurses according to Patricia Benner's Novice-to-Expert Model were randomly assigned to either an intervention group receiving animation-based mobile training or a control group receiving PowerPoint-supported traditional training. Clinical reasoning competency and knowledge regarding orotracheal suctioning were assessed before and after the educational intervention.

Gamified Learning Methods and HPV Knowledge in Nursing Students

This study is a randomized controlled trial (RCT) with a pretest-posttest-follow-up design that compares the effectiveness of gamified teaching methods (Gimkit and educational escape room) with traditional theoretical education in improving undergraduate nursing students' Human Papillomavirus (HPV) knowledge and HPV literacy. Both HPV knowledge and HPV literacy were prespecified primary outcome measures in the study protocol. These outcomes represent related but distinct educational constructs and are reported separately to allow independent interpretation of each outcome.

Comparing Digital and Collaborative Gamified Reinforcement Strategies for HPV Literacy and Retention Among Nursing Students

This randomized comparative study aims to evaluate the effectiveness of two gamified reinforcement strategies, Gimkit and Escape Room, on human papillomavirus (HPV) literacy, short-term retention, and gameful learning experiences among undergraduate nursing students. Following standardized theoretical instruction on HPV infection, participants will be randomly assigned to either a digital quiz-based gamification intervention (Gimkit) or a collaborative Escape Room activity. Outcomes will be assessed using the Human Papillomavirus Literacy Scale (HPV-LS) and the Gameful Experience Scale (GAMEX) at multiple time points, including baseline, post-theoretical instruction, post-intervention, and one-month follow-up.

Impact of Climate Change Education on Nursing Students' Awareness

This study investigated the impact of peer-supported climate change education on the awareness levels of nursing students. While climate change poses a major threat to human health, nurses play a central role in reducing greenhouse gas emissions and ensuring adaptation within the healthcare sector. Raising awareness among nurses on this issue is possible through acquiring knowledge about eco-friendly practices and sustainable care strategies during their professional education. The study was conducted with students studying in the Department of Nursing at Istanbul Atlas University and lasted for 12 months. Utilizing the peer education method, students were provided with training on climate change, and the difference this education made in students' awareness levels was measured using a pre-test and post-test method. PDF The objective of the study was to evaluate the baseline awareness levels of nursing students regarding climate change and to examine how peer-supported education influenced these awareness level. Through peer education, it was aimed to encourage students to learn from one another, take a more active role in this regard, and promote climate-friendly healthcare delivery. Data were collected through face-to-face questionnaire forms and analyzed using SPSS software. The Climate Change Awareness Scale used in the study determined the changes in students' awareness levels before and after the training. The results are expected to contribute to integrating climate change and sustainability topics into the nursing education curriculum. This study aimed to enhance the capacity of future nurses to provide environmentally sensitive healthcare services.

VR Simulation-Based Implanted Port Catheter Training in Nursing Students

Implanted port catheter care is a critical clinical skill in oncology nursing, requiring accurate knowledge, aseptic technique, safe procedural practice, and early recognition of potential complications. This parallel group randomized controlled study aims to evaluate the effectiveness of virtual reality simulation-based implanted port catheter training in undergraduate nursing students. Eligible second-year nursing students will be randomly assigned to either an intervention group or a control group. All students will receive a two-hour traditional implanted port catheter training session in the classroom setting. In addition to traditional training, students in the intervention group will receive virtual reality simulation-based training consisting of two scenarios: safe implanted port catheter access and extravasation/complication management. The control group will receive only traditional training.

Effects of NICU Scenario-Based Simulation on Nursing Students' Perceived Stress, Satisfaction, Self-Confidence, and Learning: A Mixed-Methods Study

This mixed-methods study examines the effects of neonatal intensive care unit (NICU) scenario-based simulation training on third-year nursing students' perceived stress, learning satisfaction, self-confidence, and simulation-based learning experiences. All eligible participants will receive a high-fidelity simulation session involving a NICU scenario that includes therapeutic communication with a postpartum mother, neonatal emergency intervention, and support for mother-infant interaction. The simulation protocol consists of prebriefing (3 minutes), environmental orientation (3 minutes), scenario-based simulation (10 minutes), and debriefing using the PEARLS model (30 minutes). Quantitative data will be collected before and after the simulation using validated scales. Qualitative data will be gathered through semi-structured focus group interviews following the simulation. The study aims to provide evidence on the effectiveness of NICU simulation-based education in nursing training.

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.

Effects of Simulation Fidelity on Patient-Centered Care Competency, Empathy, and Learning Outcomes in Nursing Students: A Randomized Controlled Trial

This randomized controlled trial examines the effects of simulation fidelity on nursing students' patient-centered care competency, empathy, learning self-confidence, and satisfaction. Participants will be randomly assigned to two groups: one group will practice with a standardized patient (actor) and the other with a manikin in a myocardial infarction scenario. All sessions will follow the same structured simulation protocol including briefing, simulation, and debriefing phases. The study aims to provide evidence on whether the type of simulated patient affects learning outcomes in nursing education.