Clinical trials

This randomized controlled educational trial compares two ways of teaching undergraduate nursing students to reason through clinical cases. Both study arms receive the same eight training cases, the same total instructional time, and the same individualized feedback on their answers. Students in the comparative-case arm study the training cases in matched pairs and explicitly write both the finding that changes the recommended first action and the general principle it illustrates. Students in the individual-case arm reason through and justify each training case on its own, with the same content and time. Four baseline cases are completed before training, and eight new transfer cases are completed seven days after training (acceptance window Day 5-9). The single primary outcome is a 0-100 reasoned clinical decision transfer score at Day 7, derived from two independent, blinded raters. The trial targets 360 randomized nursing students (Years 1-4) at a single site, and the primary analysis will estimate the between-group difference in transfer score adjusted for baseline performance, class year, and session block. The study evaluates whether making the decision-relevant contrast between paired cases explicit improves near transfer of clinical reasoning under matched content and time; it does not involve real patients or clinical interventions, and it does not produce direct conclusions about real-world patient safety or general clinical competence.

This randomized controlled trial aims to evaluate the effect of a mindfulness-based intervention on childbirth self-efficacy, fear of childbirth, and self-compassion among primiparous pregnant women. Eligible pregnant women will be randomly assigned to either a mindfulness intervention group or a control group receiving routine antenatal education and standard prenatal care. The intervention program will consist of eight sessions delivered over four weeks. Outcomes will be assessed before and after the intervention using validated measurement tools. The findings may contribute to the development of effective psychosocial interventions to improve maternal well-being during pregnancy.

This study aims to examine the effect of a Mindfulness-Based Self-Compassion Program on self-compassion levels, secondary traumatic stress, and professional quality of life in midwives and nurses working in obstetrics. Healthcare professionals in this field are frequently exposed to traumatic experiences such as complicated deliveries, perinatal loss, and obstetric emergencies, which may lead to secondary traumatic stress and reduced professional quality of life over time. This study is designed as a pre-test/post-test randomized controlled trial. A total of 80 participants (40 intervention, 40 control) will be recruited from Gaziantep Cengiz Gökçek Obstetrics and Pediatrics Hospital. The intervention group will receive an 8-week Mindfulness-Based Self-Compassion Program (one session per week, 60-90 minutes each). The control group will receive no intervention. Outcomes will be measured before and after the program using validated scales for self-compassion, secondary traumatic stress, and professional quality of life.

ABSTRACT Chronic obstructive pulmonary disease (COPD) is a disease characterized by the inability of the body to adequately exchange gases, resulting in progressive shortness of breath that can form secretions and compromise the performance of daily activities. COPD is reported as the third most common cause of death worldwide, with 3.23 million deaths in 2019. Anxiety and depression are common in individuals with COPD. However, COPD is more common in patients with other chronic diseases such as hypertension, diabetes, cancer or musculoskeletal disorders. Communication is a key component in interprofessional care as well as in improving patient care outcomes. Strategies to address gaps in the quality of information and communication between patients, caregivers and professionals improve patient safety as well as quality of care. One of these strategies is the use of whiteboards at the bedside. The use of whiteboards at the bedside has emerged as a strategy to improve interprofessional team participation, communication and information sharing with care teams, patients and families. This study will be conducted in randomized controlled single blind parallel groups to examine the effect of bedside whiteboard use on anxiety, depression and nursing care satisfaction in COPD patients. The research will consist of patients who are hospitalized in Atatürk University Research Hospital Chest Diseases Clinic and who meet the inclusion criteria. In the results of the research, it is thought that the use of whiteboard will affect the communication between health care team members.

This study aims to examine the effect of escape room-based training on nursing students' academic achievement, problem-solving skills, collaborative learning, and motivation levels in bladder catheterization education. A mixed-methods design will be used. Participants will be randomly assigned to either an experimental group receiving game-based escape room training or a control group receiving traditional instruction. Pre-test and post-test assessments will be conducted using validated measurement tools. The study also includes qualitative data to explore students' experiences and perceptions regarding the educational method used. This research seeks to contribute to innovative educational practices in nursing skills training.

This study aims to investigate the effects of wound care education given with the jigsaw IV learning technique on the knowledge, collaborative learning and motivation levels of nursing students. Second-year nursing students will be divided into two groups with simple randomization. The intervention group will be given a wound care training program with the jigsaw IV technique. The control group will be given wound care training with traditional education. Pre-test data will be collected before the training and post-test data will be collected after the training.