[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"nursing-student\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:nursing-student":28},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,6,0,[8,42,68,92,122,146],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":13,"acronym":4,"eligibilityCriteria":14,"healthyVolunteers":15,"sex":16,"minAge":17,"maxAge":18,"enrollmentInfo":19,"targetDuration":4,"studyType":22,"phases":23,"briefSummary":25,"conditions":26,"keywords":4,"overallStatus":30,"whyStopped":4,"lastUpdateSubmitDate":31,"lastUpdatePostDateStruct":32,"startDateStruct":35,"completionDateStruct":37,"leadSponsor":39,"locationsCount":4},"100650718","improving-pediatric-nursing-undergraduate-education-an-escape-room-on-dehydration-in-children-100650718",false,"NCT07752537","Improving Pediatric Nursing Undergraduate Education: An Escape Room on Dehydration in Children","Inclusion Criteria:\n\n* • Being a 3rd-year nursing student,\n* • Having a GPA above 2,\n* • Completing theoretical courses,\n* • Completing practical courses,\n* • Agreeing to participate in the study,\n* • Completing the escape room practice.\n\nExclusion Criteria:\n\n* • Retaking the Pediatric Nursing course,\n* • Having a high school, associate's, or bachelor's degree in a health-related field,\n* • Having prior escape room experience.",true,"ALL","20 Years","32 Years",{"count":20,"type":21},84,"ESTIMATED","INTERVENTIONAL",[24],"NA","Nursing education aims to equip students with the knowledge, skills, attitudes, and behaviors required for safe and effective professional practice. However, traditional teacher-centered approaches are often insufficient for developing competencies such as critical thinking, problem-solving, decision-making, communication, and teamwork.Consequently, innovative student-centered teaching strategies are increasingly being integrated into nursing education.Game-based learning is one such strategy that enhances engagement, motivation, active participation, and collaborative learning. Among GBL approaches, the educational escape room combines gamification with problem-solving by requiring students to work collaboratively under time constraints to solve realistic clinical scenarios. This method promotes active learning while strengthening communication, teamwork, leadership, and clinical reasoning skills. Educational escape rooms have been successfully implemented in several areas of nursing education, including women's health, pediatric care, geriatric nursing, cardiovascular diseases, clinical skills, teamwork, and leadership. Despite these developments, evidence regarding their use in pediatric nursing education remains limited.Dehydration is one of the most common pediatric health problems and requires nurses to accurately assess hydration status, recognize clinical findings, and implement appropriate nursing interventions. Competence in dehydration management is therefore essential for pediatric nursing students. To date, no published study has evaluated an educational escape room designed specifically to teach pediatric dehydration management.\n\nThis study aims to examine the effectiveness of an educational escape room implemented during a pediatric nursing laboratory simulation on nursing students' hydration knowledge, teamwork, and anxiety levels. It is expected that this innovative educational approach will enhance students' knowledge acquisition and teamwork skills while reducing anxiety during learning.",[27,28,29],"Pediatric","Nursing Student","Escape Room","NOT_YET_RECRUITING","2026-08-03",{"date":33,"type":34},"2026-08-07","ACTUAL",{"date":36,"type":21},"2026-09-01",{"date":38,"type":21},"2026-11-01",{"name":40,"class":41},"Gazi University","OTHER",{"id":43,"slug":44,"hasResults":11,"nctId":45,"briefTitle":46,"officialTitle":47,"acronym":4,"eligibilityCriteria":48,"healthyVolunteers":15,"sex":16,"minAge":49,"maxAge":4,"enrollmentInfo":50,"targetDuration":4,"studyType":22,"phases":52,"briefSummary":53,"conditions":54,"keywords":4,"overallStatus":30,"whyStopped":4,"lastUpdateSubmitDate":59,"lastUpdatePostDateStruct":60,"startDateStruct":62,"completionDateStruct":63,"leadSponsor":65,"locationsCount":67},"100631545","the-impact-of-technology-supported-interactive-teaching-in-ethics-education-100631545","NCT07502079","The Impact of Technology-supported Interactive Teaching in Ethics Education","The Impact of Technology-supported Interactive Teaching in Ethics Education on Nursing Students' Ethical Sensitivity and Ethical Decision-making Levels. A Randomized Controlled Trial","Inclusion Criteria:\n\nBeing 18 years of age or older Being a second-year nursing student Using a smartphone Not having received prior nursing ethics training Voluntary participation in the research.\n\nExclusion Criteria:\n\nBeing a first, third, or fourth-year nursing student. Having received prior training in nursing ethics. Not using a smartphone.","18 Years",{"count":51,"type":21},142,[24],"The aim of the study is to determine the effect of technology-supported interactive teaching in ethics education on nursing students' ethical sensitivity and ethical decision-making levels.",[55,56,57,28,58],"Ethics","Ethical Dilemma","Nursing","Professional Ethics","2026-05-13",{"date":61,"type":34},"2026-05-14",{"date":61,"type":21},{"date":64,"type":21},"2026-06-30",{"name":66,"class":41},"Istanbul Aydın University",1,{"id":69,"slug":70,"hasResults":11,"nctId":71,"briefTitle":72,"officialTitle":73,"acronym":4,"eligibilityCriteria":74,"healthyVolunteers":15,"sex":16,"minAge":4,"maxAge":4,"enrollmentInfo":75,"targetDuration":4,"studyType":22,"phases":77,"briefSummary":78,"conditions":79,"keywords":4,"overallStatus":30,"whyStopped":4,"lastUpdateSubmitDate":83,"lastUpdatePostDateStruct":84,"startDateStruct":86,"completionDateStruct":88,"leadSponsor":90,"locationsCount":4},"100624126","the-effect-of-the-excellence-model-based-clinical-practice-preparation-program-on-students-100624126","NCT07405580","The Effect of the Excellence Model-Based Clinical Practice Preparation Program on Students","The Effect of a Preparation Program for Clinical Practice Based on the Excellence Model on Students' Readiness, Excellence, Clinical Comfort, and Anxiety Levels: A Randomized Controlled Trial","Inclusion criteria:\n\n* Being a nursing student,\n* Taking the Child Health and Nursing course for the first time,\n* Attending the course,\n* Not having previously taken pediatric nursing readiness training,\n* Agreeing to participate in the study voluntarily.\n\nExclusion criteria:\n\n* The student's refusal to participate in the study,\n* Withdrawal from the study before completing all stages of the research.",{"count":76,"type":21},50,[24],"Objective: This study was designed to develop a clinical practice preparation program based on the Pediatric Nursing Excellence Model for undergraduate nursing students and to evaluate the program's effect on students' readiness, clinical comfort and anxiety, and levels of excellence.\n\nMethod: This study is a pretest-posttest randomized controlled experimental study. The research is planned to be conducted with nursing students taking the Pediatric Health and Disease Nursing course. The study groups will consist of students who go out for clinical practice within the scope of this course. In the power analysis performed with the G\\*Power 3.1.9.7 program, the sample size was found to be 25 for the experimental group and 25 for the control group, for a total of 50. Research data will be collected using a questionnaire. The questionnaire consists of four sections containing the following questions: \"Student Descriptive Characteristics Information Form,\" \"Nursing Students' Readiness for Clinical Practice Scale,\" \"Pediatric Nursing Students' Clinical Comfort and Anxiety Instrument,\" and \"Pediatric Nursing Excellence (PHM) Model Questionnaire.\" In the study, students in the experimental group will receive routine orientation training and a clinical practice readiness program based on the excellence model. Students in the control group will only receive routine orientation training. Data analysis will be performed using the SPSS 20.0 software package.",[80,81,82,28],"Clinical Comfort and Worry","Readiness Levels for Clinical Practice","Pediatric Nursing Excellence Level","2026-02-17",{"date":85,"type":34},"2026-02-19",{"date":87,"type":21},"2026-02-16",{"date":89,"type":21},"2027-06-30",{"name":91,"class":41},"Pamukkale University",{"id":93,"slug":94,"hasResults":11,"nctId":95,"briefTitle":96,"officialTitle":97,"acronym":4,"eligibilityCriteria":98,"healthyVolunteers":15,"sex":16,"minAge":4,"maxAge":4,"enrollmentInfo":99,"targetDuration":4,"studyType":22,"phases":101,"briefSummary":102,"conditions":103,"keywords":106,"overallStatus":30,"whyStopped":4,"lastUpdateSubmitDate":113,"lastUpdatePostDateStruct":114,"startDateStruct":116,"completionDateStruct":118,"leadSponsor":120,"locationsCount":67},"100618867","the-effectiveness-of-three-good-things-on-gratitude-and-psychological-well-being-among-nursing-students-100618867","NCT07337200","The Effectiveness of Three Good Things on Gratitude and Psychological Well-being Among Nursing Students","The Effectiveness of Daily Three Good Thing Intervention on Gratitude and Psychological Well-being Among Indonesian Nursing Students: Solomon Four-Group Design","Inclusion Criteria:\n\n* Active first- and second-year students in the D-III Nursing Program at Subang State Polytechnic.\n* Willing to participate in the study by signing an informed consent form.\n* Able to use Google Forms online for the intervention.\n\nExclusion Criteria:\n\n* Students who are on academic leave.\n* Students who did not complete the daily intervention until the end in groups 1 and 3.",{"count":100,"type":21},277,[24],"The goal of this clinical trial is to learn if the daily Three Good Thing intervention can prevent negative mental health outcomes like stress and burnou, and promote Gratitude and Psychological Wellbeing in undergraduate Nursing Students.\n\nThe main questions it aims to answer are:\n\nDoes the daily Three Good Things intervention effective in promoting gratitude and psychological wellbeing among nursing students?\n\nResearchers will compare four different arms from Solomon Four Group Design to see if the increase in Gratitude and Psychological Wellbeing scores is significantly greater in the groups that received the 3GT intervention.\n\nParticipants will be randomly assigned to one of the four groups, and those in the intervention groups will:\n\n1. Complete a pre-test questionnaire (for some groups) on their current level of Gratitude and Psychological Wellbeing.\n2. Perform the Three Good Things (3GT) intervention by writing down three positive things that happened each day for 7 consecutive days.\n3. Complete a post-test questionnaire to measure the final level of Gratitude and Psychological Wellbeing.",[28,104,105],"Gratitude","Psychological Well-being",[107,104,108,109,110,111,112],"Three Good Things","Psychological well-being","Daily intervention","Nursing students","Solomon Four Group Design","Positive psychology","2026-01-06",{"date":115,"type":34},"2026-01-13",{"date":117,"type":21},"2025-12-23",{"date":119,"type":21},"2026-03-25",{"name":121,"class":41},"Kaohsiung Medical University",{"id":123,"slug":124,"hasResults":11,"nctId":125,"briefTitle":126,"officialTitle":127,"acronym":128,"eligibilityCriteria":129,"healthyVolunteers":15,"sex":16,"minAge":49,"maxAge":130,"enrollmentInfo":131,"targetDuration":4,"studyType":22,"phases":133,"briefSummary":134,"conditions":135,"keywords":4,"overallStatus":30,"whyStopped":4,"lastUpdateSubmitDate":138,"lastUpdatePostDateStruct":139,"startDateStruct":141,"completionDateStruct":142,"leadSponsor":144,"locationsCount":4},"100546637","flipped-learning-model-on-the-stoma-care-100546637","NCT06397534","Flipped Learning Model on the Stoma Care","The Effect of the Flipped Learning Model on the Knowledge and Self-Efficacy Level of Nursing Students Regarding Stoma Care: A Randomized Controlled Study","Stomacare","Inclusion Criteria:\n\n* First-year nursing students,\n* Volunteer to participate in the research,\n* Have smartphones\u002Fcomputers\n* Have continuous Internet Access\n\nExclusion Criteria:\n\n* Have previously studied in a health-related field\n* Have previously taken the fundamentals of nursing course","30 Years",{"count":132,"type":21},100,[24],"This study is planned as a randomized controlled trial to determine the effect of education provided through the flipped learning model on students' levels of knowledge and self-efficacy regarding stoma care. The research will be conducted on 100 first-year nursing students between 05.2024-06.2024. Randomization will be ensured for students who meet the inclusion criteria, and they will be divided into two random groups: the experimental group (n=50) and the control group (n=50). All participating students will be administered the \"Introductory Characteristics Form,\" \"Stoma Care Knowledge Assessment Form (pre-test),\" and \"General Self-Efficacy Scale (pre-test).\" For students in the experimental group, digital materials required for preparedness for the course based on the flipped learning model (such as course presentation materials and demonstration videos) will be prepared by the researchers. After the implementation and 4 weeks later, the 'Stoma Care Knowledge Assessment Form (post-test)' and the 'General Self-Efficacy Scale (post-test)' will be administered online.\n\nAll students in the control group will be administered the 'Introductory Characteristics Form,' the 'Stoma Care Knowledge Assessment Form (pre-test),' and the 'General Self-Efficacy Scale (pre-test).' Subsequently, stoma care will be provided to the control group solely through traditional teaching methods. No additional resources will be provided.\n\nAfter the implementation and 4 weeks later, the 'Stoma Care Knowledge Assessment Form (post-test)' and the 'General Self-Efficacy Scale (post-test)' will be administered online.",[136,137,28],"Stoma Colostomy","Nursing Caries","2025-01-16",{"date":140,"type":34},"2025-01-17",{"date":140,"type":21},{"date":143,"type":21},"2025-01-18",{"name":145,"class":41},"Ankara Yildirim Beyazıt University",{"id":147,"slug":148,"hasResults":11,"nctId":149,"briefTitle":150,"officialTitle":151,"acronym":4,"eligibilityCriteria":152,"healthyVolunteers":15,"sex":16,"minAge":49,"maxAge":4,"enrollmentInfo":153,"targetDuration":4,"studyType":22,"phases":155,"briefSummary":156,"conditions":157,"keywords":161,"overallStatus":162,"whyStopped":4,"lastUpdateSubmitDate":163,"lastUpdatePostDateStruct":164,"startDateStruct":166,"completionDateStruct":168,"leadSponsor":170,"locationsCount":67},"100551030","the-effect-of-simulation-method-on-self-confidence-and-stress-levels-in-nursing-students-100551030","NCT06454786","The Effect of Simulation Method on Self-Confidence and Stress Levels in Nursing Students","The Effect of Training Given by Simulation Method on the Self-confidence and Stress Levels of Nursing Students in Patient Intervention","Inclusion Criteria:\n\n* Volunteering to participate in the research, being a senior nursing student\n\nExclusion Criteria:\n\n* Not participating in any simulation training",{"count":154,"type":21},90,[24],"The aim of this study was to determine the impact of training provided through simulation method on self-confidence and stress levels in nursing students during patient intervention.",[158,28,159,160],"Simulation Training","Self Confidence","Stress",[158,28,159,160],"RECRUITING","2024-07-28",{"date":165,"type":34},"2024-07-30",{"date":167,"type":34},"2024-06-06",{"date":169,"type":21},"2024-08-20",{"name":171,"class":41},"Seher Yurt"]