Clinical Research Directory

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

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.

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 the Brain-Based Learning Model

Modern nursing education necessitates that students are prepared for clinical practice at a level of professional competency. This preparation requires the integration of high-level cognitive and psychomotor skills. However, current traditional teaching paradigms remain insufficient in ensuring long-term knowledge retention and the development of advanced cognitive and psychomotor skills, such as transforming complex clinical tasks into habitual behaviors. Consequently, alternative pedagogical methods are being proposed, one of which is "Brain-Based Learning" (BBL). The objective of this research is to determine the impact of the brain-based learning model on nursing students' knowledge levels regarding diabetic foot care and their practical skills in performing diabetic foot examinations. It is anticipated that this study will provide a significant contribution to the existing literature.

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.

Artificial Intelligence Supported Case Analysis and Nursing Students

In this study, it was aimed to evaluate the effect of artificial intelligence-supported case analysis method on nursing students' knowledge, case management performances and nursing diagnosis determination skills.This study was conducted in a single-blind randomised controlled trial design. Students were randomly assigned to the traditional teaching group, the case analysis group and the artificial intelligence group.

AI-Supported Case Analysis Among Nursing Students

The aim of this study is to determine the effect of AI-supported internal medicine nursing case analysis on students' case management performance, learning outcomes, learning experience, clinical self-efficacy, and cognitive load levels. This study will be conducted using a single-blind randomized controlled trial design for the quantitative research and an individual interview design for the qualitative research. Students will be randomly assigned to either the intervention (artificial intelligence) or control (case analysis) group.

Nursing Students and Artificial Intelligence

The aim of this observational study is to examine nursing students\' readiness for medical AI and their anxiety about AI using a mixed method. The main question it aims to answer is: Nursing students\'; 1. What is their level of awareness of medical artificial intelligence? 2. What is their level of artificial intelligence anxiety? 3. Is there a relationship between artificial intelligence awareness and anxiety levels? 4. What are the opinions of those who have artificial intelligence anxiety about artificial intelligence? In the 1st stage, nursing students answered the related survey questions online. In the 2nd stage, qualitative interviews were conducted with those with high AI anxiety scores and evaluated.

A Community Practice Program to Enhance Nursing Students' Career Motivation in Geriatric Nursing

The nursing students' community practice program is nested within the mHealth-based healthcare professional-lay health worker partnership program (mHLPP). This sub-project aims to equip undergraduate nursing students with the necessary skills and knowledge to care for underprivileged older adults.

CREATIVE DRAMA-BASED FORGIVENESS TRAINING FOR NURSING STUDENTS

Nursing students frequently encounter difficult patient behaviors that may evoke negative emotions such as anger, frustration, and helplessness. Forgiveness may be a useful resource for managing these experiences; however, evidence on effective educational approaches for fostering forgiveness in nursing education is limited. This randomized controlled trial evaluated the effects of creative drama-based and case-based forgiveness education on nursing students' forgiveness of others and self-forgiveness in the context of difficult patient encounters. Eighty fourth-year nursing students were randomly assigned to either a creative drama group or a case-based learning group. Both groups participated in four educational sessions (200 minutes in total). Outcomes were assessed using the Forgiveness of Others Scale and the Self-Forgiveness Scale before and immediately after the intervention.

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.

AI-Based Communication Simulation and Human Library Narratives.

This research plan aims to establish an effectiveness assessment system for promoting clinical communication, empathy, and emotion regulation in pediatric nursing students through a combination of AI communication simulation and human library narrative. This study sets five specific objectives: 1. To develop and implement a pediatric nursing teaching model that integrates AI communication simulation and human library narrative. 2. To evaluate the effectiveness of this teaching model in improving nursing students' clinical communication skills. 3. To examine the effectiveness of this teaching intervention in enhancing nursing students' empathy. 4. To explore the impact of this teaching intervention on nursing students' emotion regulation abilities. 5. To understand students' learning experiences, feelings, changes in emotion regulation, and suggestions for improvement regarding this integrated teaching intervention.

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.

The Effect of an Interactive Video on Nursing Students' Learning in the Care of Anti-Embolism Stockings

This study will be conducted as a randomized controlled trial with a parallel design to determine the impact of an interactive video developed for the care of surgical patients wearing anti-embolism stockings on nursing students' learning outcomes. The research hypotheses are as follows: H0a: There is no statistically significant difference in knowledge scores regarding anti-embolism stocking application between the intervention and control groups. H0b: There is no statistically significant difference in knowledge scores regarding anti-embolism stocking application over time. H0c: There is no statistically significant difference in skill scores regarding anti-embolism stocking application between the intervention and control groups. H0d: There is no statistically significant difference in skill scores regarding anti-embolism stocking application over time. H0e: There is no statistically significant difference in knowledge and skill scores regarding anti-embolism stocking application based on the interaction between group and time factors.

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).

The Effectiveness of the Puzzle Method on Nursing Students' Infection Control Learning Level

This randomized controlled trial aims to evaluate the effect of the puzzle teaching technique on the infection control knowledge levels of first-year nursing students. Infection control and asepsis represent fundamental competencies that are essential for patient safety and quality of care. Despite the recognized importance of these concepts, many undergraduate nursing students struggle to retain theoretical information and apply it effectively in clinical practice when exposed only to traditional, lecture-based instruction. Active learning approaches have been shown to enhance students' engagement, motivation, and long-term knowledge retention compared to conventional teaching methods. Among these approaches, puzzle-based learning has recently emerged as an innovative, low-cost, and enjoyable educational tool that promotes active participation, problem-solving, and conceptual understanding. By integrating play and cognitive challenge, puzzles help learners reinforce complex theoretical content and recall it more effectively. In this study, first-year nursing students enrolled in a fundamentals of nursing course will be randomly assigned to either an experimental group or a control group. Both groups will first receive standard theoretical instruction on infection control and asepsis delivered through traditional lectures. Following this, the experimental group will participate in a three-week puzzle-based learning intervention, while the control group will receive no additional activities beyond the standard lecture. The puzzle intervention will include weekly, instructor-led sessions where students collaboratively complete custom-designed educational puzzles-such as crosswords, matching games, and problem-solving tasks-focused on infection control concepts (hand hygiene, aseptic technique, sterilization, personal protective equipment, and prevention of healthcare-associated infections). Each session will last approximately 45-60 minutes and will emphasize group interaction, peer discussion, and immediate feedback. Data will be collected using a pre-test/post-test design. All participants will complete a structured infection control knowledge test before the intervention, immediately after the three-week period, and again four weeks later to assess retention. In addition, a short questionnaire will be administered to the experimental group to measure student satisfaction and perceived learning effectiveness associated with the puzzle technique. The primary outcome is the change in infection control knowledge scores from pre-test to post-test. Secondary outcomes include knowledge retention at four weeks and students' satisfaction with the learning experience. Statistical analyses will compare mean score differences between and within groups using appropriate parametric or non-parametric tests. This study is grounded in Kolb's experiential learning theory and Bloom's revised taxonomy, both of which support active, student-centered approaches that promote deep learning. Puzzle-based learning is expected to enhance cognitive engagement, encourage self-directed learning, and strengthen understanding of core infection control principles. By evaluating the effectiveness of this interactive teaching strategy, the study aims to provide empirical evidence supporting the integration of active learning methods into nursing curricula. The findings will contribute to the development of more engaging, effective, and evidence-based instructional strategies in nursing education, particularly for first-year students learning infection control and aseptic techniques. It is anticipated that the puzzle teaching technique will improve students' theoretical knowledge, increase their motivation for learning, and support safer future clinical practice.

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.

Puzzle-Based Learning on Nursing Students' Parenteral Medication Knowledge and Motivation

This randomized, controlled, parallel-group, interventional study aims to evaluate the effects of Crossword-Based Learning for Parenteral Drug Administration on the knowledge level, self-efficacy perception, and learning motivation of Nursing Department students. It is considered original because it examines the effects of crossword-based learning on cognitive and psychosocial outcomes in parenteral drug administration, a skill with a high risk of error in the clinical field. The study will be conducted with 80 (40 Experimental, 40 Control) nursing students selected through a power analysis. Participants will be assigned to groups by random assignment, and the study will be conducted in accordance with the triple-blind principle (participant, data collector, statistician). The experimental group will receive Crossword Activities in four different phases (Initial, Theoretical, Laboratory, and Post-Clinical Practice) in addition to the standard educational content. The control group will only complete the standard education. The primary outcomes of the study are; At the end of the 4th stage, the Parenteral Drug Administration Knowledge Test will be evaluated based on the Safe Parenteral Drug Administration Self-Efficacy Scale (SES-SES) and the Higher Education Learning Motivation Scale (SLS-SES) scores.

The Effect of Simulation-Based ECG Training on ECG Reading Skills of Nursing Students

Accurately analyzing ECG rhythms is a critical competency for nursing students. However, many students fail to achieve an adequate level of knowledge and skill in this area. Therefore, simulation-based learning approaches and innovative, interactive teaching strategies can be effective in improving students' ECG interpretation skills. Furthermore, continuous professional education and hands-on experiences are crucial to ensure the sustainability of these competencies in clinical practice. This study is designed as a randomized controlled trial to determine the effect of simulation-based education on the ECG reading skills of nursing students. The study sample is planned to consist of 60 participants, with 30 in the intervention group and 30 in the control group. Data collection tools will include the Participant Information Form, the ECG Knowledge Test, and the Simulation-Based Learning Evaluation Scale. After administering pre-tests, students will be randomly assigned to the intervention and control groups using a simple randomization method. Both groups will receive ECG training. Following the training, students in the intervention group will receive hands-on, simulation-based ECG training in a simulation lab. In contrast, students in the control group will reinforce their ECG knowledge and skills through interactive games developed using Web 2.0 tools such as Wordwall and Nearpod. After the training, both groups will be tested, and a post-test will be administered in the fourth week to evaluate learning retention and knowledge permanence. As a result of this study, it will be determined whether simulation-based education is more effective than traditional digital methods in enhancing nursing students' ECG knowledge and skill levels.

The Effect of an Artificial Intelligence-Supported Virtual Reality Simulation on Nursing Students' Holistic Care Skills

This study aims to evaluate the effect of artificial intelligence (AI)-supported virtual reality (VR) simulation on nursing students' holistic care skills. The study is a randomised controlled trial involving fourth-year nursing students, divided into an experimental and a control group. Whilst the experimental group will receive AI-supported VR simulation training, the control group will receive traditional case-based training. Outcomes to be assessed include decision-making, symptom identification, nursing diagnosis, simulation design and satisfaction with the training methods.

Simulation-Based Training for Urinary Catheterization Skills in Nursing Students

The purpose of this study is to comparatively evaluate the effectiveness of two different simulation-based training methods on nursing students' knowledge and skills regarding urinary catheterization in male patients. Accordingly, the effects of hybrid simulation training using a wearable urinary catheter model on students' knowledge level, psychomotor skill acquisition, satisfaction, learning self-confidence, and communication skills will be revealed compared to standard training using traditional partial task instructional models.

Low Back and Neck Pain in Nursing Students at The University of The West Indies

The purpose of this study is to identify the prevalence of neck and low back pain in nursing students enrolled at the University of the West Indies, Mona; to assess their knowledge, attitude and practice of good spine health and to determine the outcome of a standardised spine exercise program on nursing students experiencing neck and low back pain, using a prospective randomised control design.