[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"clinical-skills-training\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:clinical-skills-training":29},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,5,0,[8,47,67,94,120],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":15,"eligibilityCriteria":16,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":20,"targetDuration":4,"studyType":23,"phases":24,"briefSummary":26,"conditions":27,"keywords":30,"overallStatus":34,"whyStopped":4,"lastUpdateSubmitDate":35,"lastUpdatePostDateStruct":36,"startDateStruct":39,"completionDateStruct":41,"leadSponsor":43,"locationsCount":46},"100649180","effects-of-peytons-model-100649180",false,"NCT07732049","\"EFFECTS OF PEYTON'S MODEL\"","\"EFFECTS OF PEYTON'S MODEL AND PEER EDUCATİON ON NURSİNG STUDENTS' URİNE SPECİMEN COLLECTİON SKİLLS FROM URİNARY CATHETERS: A THREE-ARM RANDOMİZED CONTROLLED TRİAL\"","MU-NS-PEYTON26","Inclusion Criteria:\n\n* First-year undergraduate nursing students enrolled in the Fundamentals of Nursing course- Aged 18 years or older\n* No previous formal training in sterile urine specimen collection from an indwelling urinary catheter\n* Able to communicate in Turkish- Willing to participate in the study and provide written informed consent\n\nExclusion Criteria:\n\n* Previous clinical experience involving sterile urine specimen collection from an indwelling urinary catheter\n* Prior participation in similar educational or simulation training related to the study skill- Failure to attend the theoretical or practical training sessions\n* Withdrawal from the study at any stage- Incomplete study data",true,"ALL","18 Years",{"count":21,"type":22},75,"ESTIMATED","INTERVENTIONAL",[25],"NA","Detailed Description\n\nThis 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.\n\nThe 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.\n\nPhase 1: Selection and Training of Peer Educators\n\nPeer 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.\n\nPhase 2: Theoretical Education, Baseline Assessment, and Randomization\n\nAll 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.\n\nFollowing the theoretical session, participants will complete baseline assessments consisting of a Demographic Information Form, a Knowledge Test, and the Student Self-Efficacy Scale.\n\nParticipants will then be randomly assigned in a 1:1:1 ratio to one of three study groups:\n\nPeyton 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).\n\nRandomization 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.\n\nPhase 3: Practical Skills Training\n\nFollowing 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.\n\nAll 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.\n\nPhase 4: Post-Intervention Assessment\n\nAfter 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.\n\nThis 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.",[28,29],"Nursing Education","Clinical Skills Training",[31,28,29,32,33],"Peyton's Four-Step Approach","Sterile Urine Specimen Collection","Simulation-Based Education","NOT_YET_RECRUITING","2026-08-05",{"date":37,"type":38},"2026-08-07","ACTUAL",{"date":40,"type":22},"2026-09-15",{"date":42,"type":22},"2027-02-01",{"name":44,"class":45},"Maltepe University","OTHER",1,{"id":48,"slug":49,"hasResults":11,"nctId":50,"briefTitle":51,"officialTitle":52,"acronym":4,"eligibilityCriteria":53,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":54,"targetDuration":4,"studyType":23,"phases":56,"briefSummary":57,"conditions":58,"keywords":59,"overallStatus":34,"whyStopped":4,"lastUpdateSubmitDate":35,"lastUpdatePostDateStruct":61,"startDateStruct":63,"completionDateStruct":64,"leadSponsor":66,"locationsCount":46},"100649107","gagn-instructional-model-100649107","NCT07732088","Gagné Instructional Model","The Effect of Peer- and Instructor-Led Training Based on the Gagné Instructional Model on Urinary Catheterization Skill and Self-Efficacy: A Three-Arm Randomized Controlled Trial","Inclusion Criteria:\n\n* First-year undergraduate nursing students enrolled in the Fundamentals of Nursing course at Maltepe University Faculty of Nursing\n* Aged 18 years or older- No previous theoretical or practical training in urinary catheterization\n* No prior clinical experience performing urinary catheterization\n* Able to understand the study procedures and provide written informed consent\n\nExclusion Criteria:\n\n* Previous education or clinical experience in urinary catheterization\n* Failure to attend the assigned educational intervention\n* Failure to complete the study assessments or outcome measurements\n* Withdrawal of informed consent at any stage of the study",{"count":55,"type":22},81,[25],"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.\n\nThe 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.\n\nThis 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.\n\nSample 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.\n\nParticipants 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.\n\nData 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.\n\nBecause 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.\n\nThe 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.",[28,29],[28,60,29],"Gagné's Nine Events of Instruction",{"date":62,"type":38},"2026-08-06",{"date":40,"type":22},{"date":65,"type":22},"2027-02-15",{"name":44,"class":45},{"id":68,"slug":69,"hasResults":11,"nctId":70,"briefTitle":71,"officialTitle":71,"acronym":4,"eligibilityCriteria":72,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":73,"targetDuration":4,"studyType":23,"phases":75,"briefSummary":76,"conditions":77,"keywords":78,"overallStatus":84,"whyStopped":4,"lastUpdateSubmitDate":85,"lastUpdatePostDateStruct":86,"startDateStruct":88,"completionDateStruct":90,"leadSponsor":92,"locationsCount":46},"100615905","the-effect-of-benners-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-100615905","NCT07298681","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.","Inclusion Criteria:\n\n* Volunteering to participate in research\n* To be a first-year Nursing student\n* To be taking the Nursing Fundamentals-II course for the first time\n* To be a smart phone or computerVolunteering to participate in resrs a day\n\nExclusion Criteria:\n\n* Being a foreign national (due to the risk of having language problems)\n* To have received high school and associate degree education in the field of Public health",{"count":74,"type":22},80,[25],"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",[28,29],[79,80,81,82,83],"jigsaw","scenario-based training","skills training","nurse","intravenous catheter","RECRUITING","2026-03-17",{"date":87,"type":38},"2026-03-19",{"date":89,"type":38},"2026-02-24",{"date":91,"type":22},"2027-06-30",{"name":93,"class":45},"Cumhuriyet University",{"id":95,"slug":96,"hasResults":11,"nctId":97,"briefTitle":98,"officialTitle":99,"acronym":100,"eligibilityCriteria":101,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":102,"enrollmentInfo":103,"targetDuration":4,"studyType":23,"phases":105,"briefSummary":106,"conditions":107,"keywords":4,"overallStatus":84,"whyStopped":4,"lastUpdateSubmitDate":111,"lastUpdatePostDateStruct":112,"startDateStruct":114,"completionDateStruct":116,"leadSponsor":118,"locationsCount":46},"100596568","the-effect-of-video-based-virtual-reality-education-on-self-confidence-and-motivation-in-nursing-students-100596568","NCT07047157","The Effect of Video-Based Virtual Reality Education on Self-Confidence and Motivation in Nursing Students","The Effect of Video-Based Virtual Reality Education on Self-Confidence and Motivation in Nursing Students: The Case of Peripheral Venous Catheterization","Video-Based Vi","Inclusion Criteria:\n\n* Receiving nursing education at the relevant university\n* Agreeing to participate in the study voluntarily\n\nExclusion Criteria:\n\n* Having received training on peripheral venous catheterization before","30 Years",{"count":104,"type":22},60,[25],"This study is a randomized controlled, parallel patterned, single-blind experimental study conducted to investigate the effects of video-based virtual reality (VR) training on self-confidence and motivation levels of nursing students regarding peripheral venous catheterization (PVC) skills. The intervention group will receive video-based training via VR headsets, while the control group will be presented with the same content via traditional face-to-face narration and demonstration. Self-confidence and motivation levels before and after the training will be assessed with valid scales. The study is expected to contribute to the development of innovative technology-supported teaching strategies in nursing education.",[108,109,29,110],"Peripheral Venous Catheterization","Nursing Students","Self-confidence in Clinical Decision Making and Anxiety","2025-11-17",{"date":113,"type":38},"2025-11-18",{"date":115,"type":38},"2025-07-01",{"date":117,"type":22},"2026-01-08",{"name":119,"class":45},"Esra Aydın",{"id":121,"slug":122,"hasResults":11,"nctId":123,"briefTitle":124,"officialTitle":125,"acronym":4,"eligibilityCriteria":126,"healthyVolunteers":17,"sex":127,"minAge":4,"maxAge":4,"enrollmentInfo":128,"targetDuration":4,"studyType":23,"phases":130,"briefSummary":131,"conditions":132,"keywords":4,"overallStatus":34,"whyStopped":4,"lastUpdateSubmitDate":134,"lastUpdatePostDateStruct":135,"startDateStruct":137,"completionDateStruct":139,"leadSponsor":141,"locationsCount":4},"100598996","video-vs-model-training-for-leopold-maneuver-skills-100598996","NCT07078747","Video vs Model Training for Leopold Maneuver Skills","Comparison of Video- and Model-Based Training in Developing Leopold Maneuver Skills Among Midwifery Students: A Randomized Controlled Trial","Inclusion Criteria:\n\n* Must be a second-year student in the Department of Midwifery at -Kahramanmaraş Sütçü Imam University, Faculty of Health Sciences\n* Has not previously taken the \"Normal Pregnancy and Care\" course\n* Has not received prior training on Leopold maneuvers\n* Willing to voluntarily participate in the study\n* Able to attend all training and assessment sessions during the study period\n\nExclusion Criteria:\n\n* Having an acute health condition that may interfere with participation in the training\n* Being on leave or having frozen enrollment during the study period\n* Sharing study content or violating confidentiality with members of other groups\n* Withdrawing from the study voluntarily or being excluded due to absenteeism","FEMALE",{"count":129,"type":22},99,[25],"This randomized controlled study aims to compare the effectiveness of video-based and model-based training methods in improving Leopold maneuver skills among second-year midwifery students. The study will be conducted at the Faculty of Health Sciences, Kahramanmaraş Sütçü Imam University. Eligible students will be randomly assigned into three groups: video-supported training, model-supported training, and control. All participants will first receive a 2-hour theoretical training session. Then, the video group will watch an instructional video, the model group will perform hands-on practice using anatomical models, and the control group will receive no additional intervention. Skill acquisition will be evaluated through practical assessments conducted a few days and two months after training. At the end of the study, compensatory training will be provided to all groups to ensure educational equity. Data collection tools include a psychomotor skills assessment form, a student satisfaction scale, and the Spielberger State Anxiety Inventory. Statistical analyses will be performed using SPSS software.",[133,29],"Midwifery Education","2025-07-21",{"date":136,"type":38},"2025-07-24",{"date":138,"type":22},"2025-08-01",{"date":140,"type":22},"2026-04-15",{"name":142,"class":45},"Kahramanmaras Sutcu Imam University"]