Nursing Education

This study will develop and evaluate a metaverse-based infection control room of errors education program (META-ICR) for nursing students. A metaverse is an interactive, three-dimensional online environment. In META-ICR, students use a computer and mouse to explore a virtual patient room through an avatar. The study will compare this program with a physical patient room arranged with the same infection control situations. The study will include approximately 110 first-year nursing students at Çankırı Karatekin University in Türkiye. Students will be assigned by chance to either the META-ICR group or the physical room of errors group. Both groups will examine the same patient scenario and identify appropriate and inappropriate infection control practices. Topics will include hand hygiene, protective equipment, isolation precautions, handling of clean and contaminated materials, waste and linen management, and urinary drainage systems. Students in the META-ICR group will record their observations and care decisions through a web-based interface. Students in the physical room group will use paper forms. Both groups will receive feedback with the same educational content and participate in a 15-minute guided discussion after the activity. Activities will take place under similar supervision in university laboratory settings. The study will compare infection control knowledge, perceptions of the metaverse, and satisfaction with learning between the groups. Knowledge will be assessed before education, immediately after the educational session and guided discussion, and four weeks later to assess retention. Metaverse perceptions will be assessed before and immediately after education. Learning satisfaction will be assessed after education. All research questionnaires and knowledge tests will be completed on paper in both groups. The findings will help determine how an interactive virtual room compares with a physical room of errors for teaching infection control to nursing students.

The goal of this study is to find out whether a web-based simulation with game features helps first-year nursing students learn how to give an injection into the muscle on the side of the hip, known as the ventrogluteal site. The study will compare this approach with traditional teaching at Cankiri Karatekin University in Türkiye. The main questions are whether the web-based simulation improves students' knowledge and practical skills, increases their satisfaction and confidence in learning, and helps them remember what they have learned after eight weeks. All participants will receive the same initial classroom teaching and laboratory demonstration. They will then be assigned by chance to one of two groups. One group will receive traditional teaching. The other group will use the web-based simulation, which includes a patient scenario and interactive tasks, such as selecting equipment and moving items to a tray. The simulation has two modes. In the learning mode, students receive hints and explanations without being scored. In the self-test mode, they complete tasks without hints and receive a score report for feedback. Students must answer correctly before moving to the next step. Participants will complete a knowledge test, a practical skills assessment using an injection training model, and a questionnaire about satisfaction and confidence before the group-specific training and again one week afterward. They will repeat the knowledge test eight weeks after training to assess how much they remember. Practical skills will be assessed by two observers who do not know which teaching group each student belongs to.

This study examines the effects of an AI dialogue-based scenario simulation integrated with concept mapping and post-dialogue feedback on nursing students' learning. Nursing students will participate in pediatric care scenarios using standardized AI-supported dialogues. Two feedback approaches will be compared: gamified feedback and conventional formative feedback without gamification elements. The study will examine students' flow experience and learning performance and explore how collaborative processes and interaction mechanisms may contribute to these outcomes. The findings are expected to provide evidence on how different feedback approaches influence students' engagement and learning during AI-supported scenario simulation.

This study will evaluate whether a structured clinical teaching approach improves nursing students' motivation, learning strategies, and attitudes toward clinical practice. A total of 137 second-year nursing students will be randomly assigned to either a structured clinical teaching group or a routine clinical teaching group. The structured clinical teaching group will take part in interactive learning activities such as question-and-answer sessions, discussions, microteaching, concept mapping, structured feedback, and teach-back during a 7-week clinical education period. The control group will continue with the routine clinical teaching process. Participants will complete questionnaires before and after the intervention to assess changes in motivation, learning strategies, and attitudes toward clinical practice.

This quasi-experimental study evaluates the effect of a health nanotechnology educational program on nursing interns' knowledge and self-perceived innovation readiness. Approximately 356 nursing interns at the Faculty of Nursing, Mansoura University, will complete a pretest assessment before participating in an 8-week educational program covering nanotechnology fundamentals, applications in healthcare and nursing, and related innovation topics. A posttest will be administered two months after program completion to assess changes in knowledge and innovation readiness.

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.

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.

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.

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.

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.

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.

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.

This study investigates the effectiveness of immersive virtual reality (VR) training in stoma care on nurses' knowledge, skills, self-efficacy, and learning satisfaction. Using a mixed-method design with convenience sampling, 100 clinical nurses will be recruited and randomly assigned (1:1) to experimental and control groups. The experimental group will receive two VR training sessions one month apart, while the control group will attend a single traditional classroom session. Both groups will follow stoma care replacement procedures established by National Taiwan University Hospital. Data collection will include demographic information, knowledge/skill tests, and self-efficacy questionnaires administered at three time points: before training, immediately after training, and one month post-training. Learning satisfaction will be assessed immediately after training. Participants reporting adverse VR reactions or scoring below 4 on satisfaction will be invited to one-on-one semi-structured interviews.

Cardiopulmonary physical examination is a fundamental nursing skill that is essential for the early recognition of patient problems and safe clinical decision-making. Nursing students often experience difficulties in developing competence and confidence in performing cardiac and pulmonary assessment skills during their early clinical education. This quasi-experimental study aims to compare the effects of simulation-based training and standardized patient-based training on first-year nursing students' cardiopulmonary physical examination outcomes. The study will evaluate knowledge, clinical skill performance, learning satisfaction, self-confidence, and anxiety levels before and after the educational interventions. Participants will be first-year nursing students enrolled in a health assessment course. Students will be assigned to either a simulation-based training group or a standardized patient-based training group. Data will be collected using knowledge tests, skill assessment checklists, satisfaction and self-confidence scales, and anxiety measures. The findings are expected to contribute to evidence-based nursing education by identifying effective teaching strategies for improving cardiopulmonary assessment competence among nursing students.

This study aims to determine how applied artificial intelligence (AI) training affects nurses' ability to manage the nursing process and their perceptions and attitudes toward AI technology * The nursing process is a scientific, six-stage approach used by nurses to identify patient needs and provide holistic care The research is a randomized controlled trial involving 78 nurses at Yalova Education and Research Hospital . Participants will be split into two groups: Both groups will receive standard theoretical training on the nursing process . The intervention group will receive additional specialized training on using AI tools (such as ChatGPT and Deepseek) to help create nursing care plans through practical case studies . Nurses' skills and views will be measured using specific scales before the training and one month after the intervention to evaluate the training's effectiveness * This study is expected to provide valuable insights into how AI can support clinical decision-making and help healthcare providers adapt to new technologies * The research has been approved by the Yalova University Ethics Committee (Protocol 2026/183) and will be conducted between May and December 2026

The goal of this clinical trial is to learn whether three different instructional strategies improve learning outcomes and knowledge retention in nursing students receiving education on peritoneal dialysis catheter care. The main questions it aims to answer are: Does Pecha Kucha-based education improve students' knowledge of peritoneal dialysis catheter care compared with concept map-based education and traditional education? Do the three instructional strategies differ in terms of knowledge retention, learning satisfaction, learning experience, and perceived cognitive load? Researchers will compare Pecha Kucha-based education, concept map-based education, and traditional education to see which instructional strategy is more effective in improving students' knowledge, supporting knowledge retention, and providing a positive learning experience. Participants will: Complete a pre-test before the education. Receive one of three educational interventions on peritoneal dialysis catheter care: Pecha Kucha-based education, concept map-based education, or traditional education. Complete a post-test after the education. Complete forms evaluating learning satisfaction, learning experience, and perceived cognitive load. Complete a follow-up knowledge test to assess knowledge retention.

Enhanced Recovery After Surgery (ERAS) is an evidence-based approach increasingly used in surgical care to improve recovery and reduce postoperative complications. Strengthening nursing students' knowledge of ERAS principles and supporting positive attitudes toward evidence-based nursing are considered important for future professional practice. This quasi-experimental study was designed to evaluate the effect of ERAS protocol education on nursing students' knowledge levels and attitudes toward evidence-based nursing. The study population consists of undergraduate nursing students enrolled at a university. Data are being collected using a demographic questionnaire, an ERAS knowledge assessment tool, and an evidence-based nursing attitude scale before and after the educational intervention. Statistical analyses are planned to evaluate changes in knowledge levels and attitudes following the intervention.

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

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

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

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

Pain management is a core competency in nursing practice, yet nursing students consistently demonstrate insufficient knowledge, unfavorable attitudes, limited competence, and low self-efficacy in this area. Artificial intelligence (AI)-based educational tools, particularly ChatGPT, have emerged as promising resources in nursing education; however, rigorous experimental evidence on their effectiveness remains scarce. This study is a two-arm, parallel-group randomized controlled trial (RCT) that aims to evaluate the effect of a ChatGPT-driven blended teaching model for pain management on nursing students' knowledge and attitudes toward pain, nursing competence, and learning self-efficacy. Eligible nursing students at Shahid Beheshti University of Medical Sciences (Tehran, Iran) will be randomly assigned in a 1:1 ratio to either: * Intervention group: ChatGPT-assisted blended clinical nursing rounds (8 sessions over 4 weeks, each 90 minutes, combining bedside rounds with AI-assisted pre- and post-round activities) * Control group: Traditional clinical nursing rounds (same number and duration of sessions, without any AI tools) Outcomes will be measured at baseline (1 week before intervention), immediate post-test (1 week after intervention), and 3-month follow-up using validated instruments: the Nurses' Knowledge and Attitudes Survey Regarding Pain (NKASRP), the Nursing Student Competence Scale (NSCS), and the Nursing Students' Learning Self-Efficacy instrument (NLSE). Findings will provide empirical evidence to guide educational policy and curriculum design in nursing programs, with the goal of improving pain management education and patient care outcomes.

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

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

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