Education, Nursing

This clinical trial (randomized controlled experimental study) aims to learn about the effects of presenting the family-witnessed CPR process from a patient's perspective through 360° virtual reality and 2D video within second-year nursing students. The primary question(s) / hypotheses it aims to answer are: * H1: Will the content validity ratio of the developed scenario be above 0.80? * H2: Is the increase in empathy scores (pre-test/post-test difference) of students in the 360° VR group significantly higher compared to the 2D video and control groups? * H3: Is the increase in ethical sensitivity scores of students in the 360° VR group significantly higher compared to the 2D video and control groups? * H4: Is the change in perception scores toward family-witnessed CPR more positive in the 360° VR group compared to the other groups, and is their mean SUS (System Usability Scale) score at or above the acceptability threshold of 70? * H5: Is the VES (Video Engagement Skale) score of students in the 360° VR group significantly higher than that of the 2D video group? Researchers will compare the 360° immersive video (360° VR) group, the 2-dimensional (2D) video group, and the control group to see if there are effects on empathy, ethical sensitivity, perception of risks-benefits of family presence, self-confidence regarding family presence, video engagement, and system usability. Participants will be asked to: * Watch the scenario reenactment involving a family-witnessed CPR process, recorded via a 360° camera (in either 360° VR or 2D format, depending on their assigned group). * Complete data collection tools consisting of the Introductory Information Form, "Jefferson Scale of Empathy", "Ethical Sensitivity Questionnaire", "Family Presence Risk-Benefit Scale and Family Presence Self-Confidence Scale", "System Usability Scale (SUS-TR)", and "Video Engagement Skale(VES)".

This educational reform study aims to explore whether a full English course built on the DeepSeek artificial intelligence platform can improve orthopedic nurses' professional English competence. It will also examine nurses' satisfaction with AI-assisted teaching. The main questions it seeks to answer include: Will the DeepSeek-based full English course improve orthopedic nurses' professional English test scores? Will nurses' transcultural nursing self-efficacy and nurse-patient therapeutic interaction ability improve after the course training? What are nurses' experiences when using the DeepSeek AI platform for learning? Researchers will compare the English proficiency changes of the same group of orthopedic nurses before and after the training to observe the course effects. Participants will: Attend an 11-week full English course based on the DeepSeek platform, approximately 1-2 hours per week Complete a professional English written test and an oral proficiency assessment before and after the training Complete the Transcultural Self-Efficacy Tool (TSET-CV) and the Nurse-Patient Therapeutic Interaction Scale (NuPTIS) before and after the training Complete a teaching satisfaction and AI learning experience questionnaire after the course

This study aims to evaluate and compare the effects of using standardized patients versus static manikins in nursing education for arterial blood pressure monitoring and stabilization training. The primary objective is to investigate the impact of these two different simulation methods on students' cognitive load, clinical skills, and self-efficacy levels. Arterial pressure monitoring is a critical, invasive intervention commonly performed in intensive care units and operating rooms, requiring a high degree of precision. While traditional technical skill assessments usually focus solely on procedural success scores or completion speed, this study utilizes the framework of Cognitive Load Theory to examine the mental toll (intrinsic, extrinsic, and germane load) and psychological readiness (self-efficacy) experienced by nursing students during the procedure. The study will be conducted as a randomized controlled experimental trial with 3rd-year nursing students who have successfully completed their Medical-Surgical Nursing course. Participants will be randomly assigned to either the experimental group or the control group: The Experimental Group will receive theoretical and practical training, followed by performing the arterial pressure monitoring line stabilization on a "Standardized Patient" (an experienced healthcare professional acting a scenario with a moving limb to mimic real clinical chaos without any actual invasive intervention). The Control Group will receive the same training but will perform the stabilization procedure on a traditional static medical manikin. Data will be collected using a Descriptive Information and Performance Recording Form (to measure procedural time and error rates), the Cognitive Load Scale, and the Self-Efficacy Scale for Clinical Skills. Measurements will be taken at baseline (pre-test) and immediately after the intervention (post-test). The findings of this study are expected to provide evidence-based guidance for developing "mind-friendly" nursing curricula and safer, more realistic simulation protocols that enhance student self-efficacy while ensuring patient safety before entering actual clinical environments.

This prospective controlled clinical trial evaluates the effectiveness and safety of radial artery cannulation using the Seldinger technique under ultrasound guidance when performed by two different operator groups: experienced physicians and trained registered nurses. The study aims to determine whether a structured, competency-based training program enables nurses without prior experience in arterial cannulation to achieve comparable outcomes to physicians in terms of first-attempt success rate, procedural efficiency, and complication rates.

Study Type: Randomized Controlled Experimental Study Purpose: This study aims to evaluate the effects of digital storytelling-enhanced nursing process education on nursing students' knowledge, nursing process competency, and clinical reasoning skills. The nursing process, which includes assessment, diagnosis, planning, implementation, and evaluation, forms the foundation of evidence-based and holistic care. However, the literature indicates that nursing students often face difficulties in assessment, prioritization, and individualization of care interventions and frequently apply the process mechanically. The study addresses the following primary questions: Does digital storytelling improve nursing students' knowledge of the nursing process? Does digital storytelling enhance students' nursing process competency and clinical reasoning skills? Study Design and Comparison: Participants will be assigned to either the intervention or control group based on their Nursing Process knowledge scores. Groups will be stratified by gender and knowledge test scores using a stratified randomization method to ensure balanced distribution and group homogeneity. Researchers will compare outcomes between groups to evaluate the effectiveness of the educational approach. Participants' Key Activities: Participants must be first-time enrollees in the Fundamentals of Nursing I course, have completed all course content, and have voluntarily agreed to attend. Complete pre- and post-intervention assessments, including the Nursing Process Knowledge Test, Nursing Process Competency Scale, Clinical Reasoning Assessment Rubric, and Instructional Material Motivation Scales. Engage in follow-up evaluations immediately after the intervention and three months later to assess the retention and sustainability of learning outcomes. Additional Notes: Digital storytelling materials will be validated through expert review and pilot testing. The Clinical Reasoning Assessment Rubric will undergo Turkish-language validity and reliability evaluation. Findings are expected to provide evidence on the effectiveness of digital storytelling in nursing process education, support curriculum development at the undergraduate level, and guide the broader implementation of technology-enhanced, reflective learning approaches in nursing education.

The aim of this study was to determine the effect of education provided to women in menopause through animation on their attitudes toward breast cancer, behaviors, and screening test participation. The study will include a total of 136 women in the menopausal period, comprising 68 experimental group participants and 68 control group participants who have applied to the Orduyeri and Kırtepe Family Health Centers affiliated with the Bartın Public Health Institution. Women who agree to participate in the project, which will run from January to August 2025, will receive 40-45 minute training sessions in a suitable room at the ASM. The training sessions will be conducted in groups of 8-12 people. The training content will include information about the purpose, duration, and rules of the training. After providing information about the project, a pre-test will be administered. Through face-to-face interviews, researchers assigned to the project will show animated videos enriched with sound and images via an online program they have prepared. These videos will be 10-12 minutes long, and an interim test will be conducted. Three months after the pre-test, the women participating in the study will be contacted, and a final test will be administered in their own homes. Project data will be collected using the Personal Information Form, Champion Health Belief Scale, and Breast Cancer Awareness Scale. Descriptive statistics, independent sample t-tests, chi-square tests, and repeated measures analysis of variance (ANOVA) tests will be used in the statistical analysis of the project.