EmpathyNCT04921423
The Study on the Attitude and Empathy of Nursing Students Towards the Elderly
A study testing Situational simulation teaching in people with Empathy and Attitude, run by National Taipei University of Nursing and Health Sciences at 1 site in Taiwan.
Trial summary
The effect of situational simulation teaching intervention on the attitude and empathy of nursing students towards the elderly can be divided into two stages. The first stage is a cross-sectional study on the aging knowledge, attitude and empathy of nursing students. Read more about this study
- Who is it for?
- Ages 16 to 19 yearsHealthy volunteers can take part
- What is being tested?
- Situational simulation teaching
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 142 participants
- Where
- 1 siteTaiwan
- Study dates
- 4 Mar 2021to 25 Jun 2021
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 16 to 19 years
- All sexes
- Healthy volunteers accepted
- Child, Adult
Who may be able to join
- Sophomores of Nursing College
Who cannot join
- Students with nursing practice experience
Trial locations and contacts
1 site in 1 country.
Taiwan1 site
St. Mary's Medicine Nursing and Management College
Yilan, Sanxing Township, 266
About this study
Official title: To Investigate the Effect of Situational Simulation Teaching Intervention on Nursing Students' Attitude and Empathy Towards the Elderly
The effect of situational simulation teaching intervention on the attitude and empathy of nursing students towards the elderly can be divided into two stages. The first stage is a cross-sectional study on the aging knowledge, attitude and empathy of nursing students. The second stage was the change of nursing students' attitude and empathy towards the elderly after the intervention of situational simulation teaching. The intervention measures included communication theory and skills, aging trend and knowledge, teaching plans for elderly nursing, activities for the elderly and visual experience, application and debriefing of empathy. This study collected and analyzed the data of aging knowledge, attitude and empathy towards the elderly at the end of the term and one month later, in order to explore the changes of attitude and empathy towards the elderly of nursing students after the intervention of situational simulation teaching.
Read the detailed description
Taiwan has entered an aging society and will enter a super aging society in 2026. With the increase of chronic diseases and aging of the elderly, they are gradually weakened. When they are unable to take care of themselves in the future, the demand for institutional care is increasing, and the future labor force is gradually decreasing. The training of care manpower is facing a test. The purpose of this study is to explore the aging knowledge, attitude towards the elderly and empathy of nursing students, and then to explore the change of students' aging knowledge, attitude towards the elderly and empathy after the intervention of simulated situational teaching course, and to explore the change of their willingness to join the elderly career in the future.
In the first stage, a cross-sectional study was conducted to extract 139 nursing science students from an Eastern college. In order to explore the aging knowledge, attitude and empathy towards the elderly, and future career involvement willingness of nursing students, Pearson product difference correlation analysis and Spearman grade correlation coefficient analysis were used to predict the relationship between variables, and multiple linear regression model was used to analyze the data. In the second stage of the study, the subjects were the same as those in the first stage. The experimental group and the control group were randomly assigned by drawing lots, with at least 51 participants. At the beginning, the end and one month after the course, we explored the change of students' ability to take care of the elderly and their willingness to devote to the elderly related career in the future. For inferential analysis, independent sample t-test and chi square test were used to analyze whether there were statistically significant differences in basic information, aging knowledge and attitude towards the elderly between the intervention group and the control group, and then generalized estimating equation (GEE) was used to check the effectiveness of situational simulation course after controlling relevant interference factors. It is expected that nursing students can experience the inconvenience of daily life of the elderly in the way of situational simulation, use empathy skills, carry out role play of teaching plan, and simulate the care behavior and empathy of the elderly in the clinical situation, so as to improve their willingness to choose jobs related to the elderly after graduation.
- Being tested
- Situational simulation teaching
- Keywords
- situational simulation teaching, Attitude towards the elderly, Empathy towards the elderly
- Medical subject headings
- Behavior
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Situational simulation teachingBehavioural
The intervention included communication theory and skills, aging trend and knowledge, teaching plans for elderly nursing, activities for the elderly and visual experience, application and debriefing of empathy.
| Study group | Role | What they receive |
|---|---|---|
| situational simulation teaching | Experimental | Clinical case role play and empathy skill practice Receives: Behavioral: Situational simulation teaching |
| Clinical Case (Problem Based Learning) | No intervention | Clinical Case discuss (Problem Based Learning) |
What is being measured
The primary outcome is the main question the study is designed to answer.
The Aging knowledge
The Aging Knowledge Questionnaire contains 16 true or false questions, and each correct answer gets one point. The higher the score, the better the knowledge of aging. There is no subscale. The score of range from 0-16.
Measured: baseline, pre-intervention(T0)
The Aging knowledge
The Aging Knowledge Questionnaire contains 16 true or false questions, and each correct answer gets one point. The higher the score, the better the knowledge of aging. There is no subscale. The score of range from 0-16.
Measured: through study completion, an average of 4 months(T1)
The Aging knowledge
The Aging Knowledge Questionnaire contains 16 true or false questions, and each correct answer gets one point. The higher the score, the better the knowledge of aging. There is no subscale. The score of range from 0-16.
Measured: One month after the completion of the intervention(T2)
Old People Scale
There are 11 questions in the scale of attitude towards the elderly. The higher the score of Likerts Scale 1-7, the more negative the attitude towards the elderly. The score of range from 1-49.
Measured: baseline, pre-intervention(T0)
Old People Scale
There are 11 questions in the scale of attitude towards the elderly. The higher the score of Likerts Scale 1-7, the more negative the attitude towards the elderly.The score of range from 1-49.
Measured: through study completion, an average of 4 months(T1)
Old People Scale
There are 11 questions in the scale of attitude towards the elderly. The higher the score of Likerts Scale 1-7, the more negative the attitude towards the elderly.The score of range from 1-49.
Measured: One month after the completion of the intervention(T2)
Chinese Version of the Jefferson Scale of Empathy
There are 20 questions in the empathy scale consists of three sub-scales.The higher the score of Likerts Scale 1-7, the better the empathy. The score of range from 1-140.
Measured: baseline, pre-intervention(T0)
Chinese Version of the Jefferson Scale of Empathy
There are 20 questions in the empathy scale consists of three sub-scales.The higher the score of Likerts Scale 1-7, the better the empathy.The score of range from 1-140.
Measured: through study completion, an average of 4 months(T1)
Chinese Version of the Jefferson Scale of Empathy
There are 20 questions in the empathy scale consists of three sub-scales.The higher the score of Likerts Scale 1-7, the better the empathy.The score of range from 1-140.
Measured: One month after the completion of the intervention(T2)
Secondary outcomes (1)
Clinical Situational Empathy Scales
There are two teaching plans of the Clinical Situation Empathy Scale, which has 4 subs-cales and total of 32 questions. The score of the Likerts Scale is 1-4, and the higher the score, the better the demonstration of empathy.The score of range from 1-128.
Measured: One month after the completion of the intervention(T2)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted10 Jun 2021
- Study start4 Mar 2021
- Primary completion4 Apr 2021
- Study completion25 Jun 2021 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (6)Papers the sponsor has linked to this study.
- Other trials for EmpathyStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Health services research
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 142 participants (actual)
Sponsor and investigators
- Lead sponsor
- National Taipei University of Nursing and Health Sciences
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Chia Jung Hsieh, National Taipei University of Nursing and Health Sciences
- Investigators
- Chia-Jung Hsieh, PhD, Study director, National Taipei University of Nursing and Health Sciences
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT04921423
- Sponsor's protocol ID
- SMHIRB109012
- Status last verified
- Jun 2021
- First submitted
- 20 May 2021
- Last updated
- 10 Jun 2021
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Jeffries PR. A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nurs Educ Perspect. 2005 Mar-Apr;26(2):96-103.
PubMed 15921126Cant RP, Cooper SJ. Simulation-based learning in nurse education: systematic review. J Adv Nurs. 2010 Jan;66(1):3-15. doi: 10.1111/j.1365-2648.2009.05240.x.
PubMed 20423432Lee KC, Yu CC, Hsieh PL, Li CC, Chao YC. Situated teaching improves empathy learning of the students in a BSN program: A quasi-experimental study. Nurse Educ Today. 2018 May;64:138-143. doi: 10.1016/j.nedt.2018.02.013. Epub 2018 Feb 13.
PubMed 29476960Zhang S, Liu YH, Zhang HF, Meng LN, Liu PX. Determinants of undergraduate nursing students' care willingness towards the elderly in China: Attitudes, gratitude and knowledge. Nurse Educ Today. 2016 Aug;43:28-33. doi: 10.1016/j.nedt.2016.04.021. Epub 2016 May 2.
PubMed 27286941Mennenga HA, Bassett S, Pasquariello L. Empathy Development Through Case Study and Simulation. Nurse Educ. 2016 May-Jun;41(3):139-42. doi: 10.1097/NNE.0000000000000226.
PubMed 26448156Elliott R, Bohart AC, Watson JC, Greenberg LS. Empathy. Psychotherapy (Chic). 2011 Mar;48(1):43-9. doi: 10.1037/a0022187.
PubMed 21401273
Study at a glance
From the registry record, last updated by the sponsor on 10 Jun 2021. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- To Investigate the Effect of Situational Simulation Teaching Intervention on Nursing Students' Attitude and Empathy Towards the Elderly
- ClinicalTrials.gov ID
- NCT04921423
- Acronym / sponsor ID
- SMHIRB109012
- Keywords
- situational simulation teaching, Attitude towards the elderly, Empathy towards the elderly
- Study type
- Interventional
- Recruitment status
- Unknown status
- Enrolment
- 142 participants (actual)
- Lead sponsor
- National Taipei University of Nursing and Health SciencesUniversity, hospital or other
- Study start
- 4 Mar 2021 (actual)
- Primary completion
- 4 Apr 2021 (actual)
- Study completion
- 25 Jun 2021 (estimated)
- First posted
- 10 Jun 2021 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The effect of situational simulation teaching intervention on the attitude and empathy of nursing students towards the elderly can be divided into two stages. The first stage is a cross-sectional study on the aging knowledge, attitude and empathy of nursing students. The second stage was the change of nursing students' attitude and empathy towards the elderly after the intervention of situational simulation teaching. The intervention measures included communication theory and skills, aging trend and knowledge, teaching plans for elderly nursing, activities for the elderly and visual experience, application and debriefing of empathy. This study collected and analyzed the data of aging knowledge, attitude and empathy towards the elderly at the end of the term and one month later, in order to explore the changes of attitude and empathy towards the elderly of nursing students after the intervention of situational simulation teaching.
Detailed description
Taiwan has entered an aging society and will enter a super aging society in 2026. With the increase of chronic diseases and aging of the elderly, they are gradually weakened. When they are unable to take care of themselves in the future, the demand for institutional care is increasing, and the future labor force is gradually decreasing. The training of care manpower is facing a test. The purpose of this study is to explore the aging knowledge, attitude towards the elderly and empathy of nursing students, and then to explore the change of students' aging knowledge, attitude towards the elderly and empathy after the intervention of simulated situational teaching course, and to explore the change of their willingness to join the elderly career in the future.
In the first stage, a cross-sectional study was conducted to extract 139 nursing science students from an Eastern college. In order to explore the aging knowledge, attitude and empathy towards the elderly, and future career involvement willingness of nursing students, Pearson product difference correlation analysis and Spearman grade correlation coefficient analysis were used to predict the relationship between variables, and multiple linear regression model was used to analyze the data. In the second stage of the study, the subjects were the same as those in the first stage. The experimental group and the control group were randomly assigned by drawing lots, with at least 51 participants. At the beginning, the end and one month after the course, we explored the change of students' ability to take care of the elderly and their willingness to devote to the elderly related career in the future. For inferential analysis, independent sample t-test and chi square test were used to analyze whether there were statistically significant differences in basic information, aging knowledge and attitude towards the elderly between the intervention group and the control group, and then generalized estimating equation (GEE) was used to check the effectiveness of situational simulation course after controlling relevant interference factors. It is expected that nursing students can experience the inconvenience of daily life of the elderly in the way of situational simulation, use empathy skills, carry out role play of teaching plan, and simulate the care behavior and empathy of the elderly in the clinical situation, so as to improve their willingness to choose jobs related to the elderly after graduation.
Study design
- Primary purpose
- Health services research
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| situational simulation teaching | Experimental | Behavioral: Situational simulation teachingClinical case role play and empathy skill practice |
| Clinical Case (Problem Based Learning) | No intervention | –Clinical Case discuss (Problem Based Learning) |
Who may qualify
- Ages
- 16 to 19 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult
Key inclusion criteria (1 listed)
- Sophomores of Nursing College
Key exclusion criteria (1 listed)
- Students with nursing practice experience
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Situational simulation teachingThe intervention included communication theory and skills, aging trend and knowledge, teaching plans for elderly nursing, activities for the elderly and visual experience, application and debriefing of empathy. | Behavioural | situational simulation teaching |
Primary outcome
The Aging knowledge
Time frame: baseline, pre-intervention(T0)
The Aging Knowledge Questionnaire contains 16 true or false questions, and each correct answer gets one point. The higher the score, the better the knowledge of aging. There is no subscale. The score of range from 0-16.
The Aging knowledge
Time frame: through study completion, an average of 4 months(T1)
The Aging Knowledge Questionnaire contains 16 true or false questions, and each correct answer gets one point. The higher the score, the better the knowledge of aging. There is no subscale. The score of range from 0-16.
The Aging knowledge
Time frame: One month after the completion of the intervention(T2)
The Aging Knowledge Questionnaire contains 16 true or false questions, and each correct answer gets one point. The higher the score, the better the knowledge of aging. There is no subscale. The score of range from 0-16.
Old People Scale
Time frame: baseline, pre-intervention(T0)
There are 11 questions in the scale of attitude towards the elderly. The higher the score of Likerts Scale 1-7, the more negative the attitude towards the elderly. The score of range from 1-49.
Old People Scale
Time frame: through study completion, an average of 4 months(T1)
There are 11 questions in the scale of attitude towards the elderly. The higher the score of Likerts Scale 1-7, the more negative the attitude towards the elderly.The score of range from 1-49.
Old People Scale
Time frame: One month after the completion of the intervention(T2)
There are 11 questions in the scale of attitude towards the elderly. The higher the score of Likerts Scale 1-7, the more negative the attitude towards the elderly.The score of range from 1-49.
Chinese Version of the Jefferson Scale of Empathy
Time frame: baseline, pre-intervention(T0)
There are 20 questions in the empathy scale consists of three sub-scales.The higher the score of Likerts Scale 1-7, the better the empathy. The score of range from 1-140.
Chinese Version of the Jefferson Scale of Empathy
Time frame: through study completion, an average of 4 months(T1)
There are 20 questions in the empathy scale consists of three sub-scales.The higher the score of Likerts Scale 1-7, the better the empathy.The score of range from 1-140.
Chinese Version of the Jefferson Scale of Empathy
Time frame: One month after the completion of the intervention(T2)
There are 20 questions in the empathy scale consists of three sub-scales.The higher the score of Likerts Scale 1-7, the better the empathy.The score of range from 1-140.
1 secondary outcome
Clinical Situational Empathy Scales
Time frame: One month after the completion of the intervention(T2)
Results and safety
Results are not available in the source record.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 10 Jun 2021.
- Background: PubMed 15921126Jeffries PR. A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nurs Educ Perspect. 2005 Mar-Apr;26(2):96-103.
- Background: PubMed 20423432Cant RP, Cooper SJ. Simulation-based learning in nurse education: systematic review. J Adv Nurs. 2010 Jan;66(1):3-15. doi: 10.1111/j.1365-2648.2009.05240.x.
- Background: PubMed 29476960Lee KC, Yu CC, Hsieh PL, Li CC, Chao YC. Situated teaching improves empathy learning of the students in a BSN program: A quasi-experimental study. Nurse Educ Today. 2018 May;64:138-143. doi: 10.1016/j.nedt.2018.02.013. Epub 2018 Feb 13.
- Background: PubMed 27286941Zhang S, Liu YH, Zhang HF, Meng LN, Liu PX. Determinants of undergraduate nursing students' care willingness towards the elderly in China: Attitudes, gratitude and knowledge. Nurse Educ Today. 2016 Aug;43:28-33. doi: 10.1016/j.nedt.2016.04.021. Epub 2016 May 2.
- Background: PubMed 26448156Mennenga HA, Bassett S, Pasquariello L. Empathy Development Through Case Study and Simulation. Nurse Educ. 2016 May-Jun;41(3):139-42. doi: 10.1097/NNE.0000000000000226.
- Background: PubMed 21401273Elliott R, Bohart AC, Watson JC, Greenberg LS. Empathy. Psychotherapy (Chic). 2011 Mar;48(1):43-9. doi: 10.1037/a0022187.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Chia-Jung Hsieh, PhD study director
National Taipei University of Nursing and Health Sciences
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Situational simulation teaching in people with Empathy and Attitude, run by National Taipei University of Nursing and Health Sciences at 1 site in Taiwan.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: status not confirmed, as of the sponsor's last update on 10 Jun 2021. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Taiwan. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
Results are not available in the source record.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
The Aging knowledge (time frame: baseline, pre-intervention(T0)). The study lists 9 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT04921423, which also lists 6 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 10 Jun 2021.