Nursing Students With no Specific Health IssuesNonNCT06607952
Experiential Learning and Critical Thinking: An Exploration of the Learning Effectiveness of Using Situational Case Videos in the Application of Emergency Nursing Course
A study testing scenario-based case videos teaching protocol and traditional lecture-based teaching method in people with Nursing Students With no Specific Health Issues, run by Chang Gung University of Science and Technology at 1 site in Taiwan.
Trial summary
This study is a randomized controlled trial. The goal of this clinical trial is to introduce scenario-based case videos into the elective course of Emergency Nursing and Applications for first-year students in a two-year program. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Nursing Students With no Specific Health Issues
- What is being tested?
- scenario-based case videos teaching protocol and traditional lecture-based teaching method
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 120 participants
- Where
- 1 siteTaiwan
- Study dates
- 3 Oct 2024to 9 Jan 2025
- 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 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- First-year students in the two-year nursing program at a technology university in Southern Taiwan.
- Adults aged 18 and above.
- Enrolled in the elective course \"Emergency Nursing and Applications.\"
Who cannot join
- Students who have not previously completed courses in Anatomy and Physiology, Basic Nursing, Medical-Surgical Nursing, Physical Assessment, or Pharmacology.
Trial locations and contacts
1 site in 1 country.
Taiwan1 site
Chang Gung University of Science and Technology, Chiayi Campus
Chiayi City, Taiwan, 613016
About this study
This study is a randomized controlled trial. The goal of this clinical trial is to introduce scenario-based case videos into the elective course of Emergency Nursing and Applications for first-year students in a two-year program. By using five typical scenario-based case videos, the aim is to guide students through experiential learning and critical thinking, overcome learning difficulties, increase learning interest, and enhance learning outcomes.
The main aims of this research are:
Read more
To explore the effectiveness of emergency scenario-based case teaching on students learning focus, knowledge acquisition, classroom participation, and course satisfaction
The main questions it aims to answer are:
- Are there significant differences in emergency nursing knowledge, learning focus, and course satisfaction between students in the experimental group and the control group after different teaching methods are applied?
- Are there significant differences in classroom participation rates and attendance rates between students in the experimental group and the control group under different teaching methods?
Read the detailed description
This study is a two-group, pre- and post-test, parallel, non-blind randomized controlled trial. This educational practice research project will use scenario-based case videos as the intervention, with experiential learning and critical thinking as the teaching strategies. The goal is to guide students through experiential learning of emergency nursing via videos, using the seven core competencies of the mini-CEX (Physical Assessment, Clinical Judgment, Nursing Interventions, Communication, Empathy, Counseling and Education, Teamwork) to design lesson plans, reflection sheets, and learning materials. Students will be encouraged to critical thinking health issues, strengths, weaknesses, and improvement suggestions in the care process, providing feedback on emergency care.
This study will design five scenario-based lesson plans on topics including triage, meningeal hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. Videos for these scenarios will be created and edited based on these lesson plans.
Convenience sampling will be used to select first-year nursing students from a technology university in Southern Taiwan as participants. Classes will be randomly assigned to either the experimental group or the control group, with an estimated sample size of about 50-60 students per class, totaling 120 participants.
The experimental group will receive the new teaching method involving five scenario-based case videos, while the control group will continue with the traditional lecture-based method. Both groups will complete a basic information questionnaire and a pre-test of prior knowledge. At the end of the semester, students will undergo a post-test assessing emergency nursing knowledge, learning focus, and course satisfaction. Teachers will calculate the overall classroom participation rate, attendance rate, and perform a qualitative analysis of learning materials and reflective reports from the experimental group.
The researcher will screen and recruit subjects, conduct the intervention, and collect data. Inferential statistics will be performed using chi-square tests, Fisher\'s Exact Test, and independent t-tests to compare differences in basic attributes, knowledge, learning focus, course satisfaction, classroom participation rates, and attendance rates between the two groups.
- Being tested
- scenario-based case videos teaching protocol, traditional lecture-based teaching method
- Keywords
- emergency nursing, nursing students, scenario-based case videos, experiential learning, critical thinking
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
scenario-based case videos teaching protocolOther
Students in the experimental group will receive a new teaching method of scenario-based case video interventions. These videos cover five key scenarios: Triage, SDH and ETTC, AMI and D2B, COPD AE and TOCC, and Sepsis and the CVC Procedure.
This teaching method is grounded in experiential learning theory and critical thinking strategies, designed to guide students in learning emergency nursing through video experiences. In each class, the instructor will first introduce the foundational concepts of emergency nursing for each system. Students will then watch a 15-minute scenario-based case video. Afterward, the instructor will facilitate a 15-minute discussion using reflection sheets to promote experiential learning and critical
traditional lecture-based teaching methodOther
Students in the control group will receive traditional lecture-based instruction on the five topics: Triage, SDH and ETTC , AMI and D2B , COPD AE and TOCC , and Sepsis and the CVC Procedure. During the lectures, the instructor will encourage students to ask questions and engage in discussions to enhance understanding.
| Study group | Role | What they receive |
|---|---|---|
| The experimental group with scenario-based case videos teaching method. | Experimental | The students in the experimental group will receive a new teaching method of five scenario-based case videos. These scenarios include Triage, SDH (Subdural Hemorrhage) and ETTC (Emergency Trauma Training Course), AMI (Acute Myocardial Infarction) and D2B (Door to Balloon), COPD AE (Chronic Obstructive Pulmonary Disease with Acute Exacerbation) and TOCC (Travel, Occupation, Contact, and Cluster History Review), and Sepsis and CVC Procedure (Central Venous Catheter Procedure). Receives: Other: scenario-based case videos teaching protocol |
| The control group with traditional lecture-based teaching method. | Active comparator | The students in the control group will receive traditional lecture-based teaching on the five topics: Triage, SDH and ETTC, AMI and D2B, COPD AE and TOCC, and Sepsis and CVC Procedure. Receives: Other: traditional lecture-based teaching method |
What is being measured
The primary outcome is the main question the study is designed to answer.
Emergency Nursing Knowledge Test
Emergency Nursing Knowledge Test: covering four units: subdural hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. An average of 20 single-choice questions, with a total score ranging from 0 to 100, where higher scores indicate a greater knowledge of Emergency Nursing.
Measured: post-lesson quizzes after the course and a final exam at the end of the semester (through study completion, an average of 4.5 months).
Learning Worksheets
Learning Worksheets: covering five units-triage, subdural hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. Each unit has 10 fill-in-the-blank questions, with a total score ranging from 0 to 100, where higher scores indicate a greater learning efficacy.
Measured: during the course on week 1, 4, 6, 10, 14.
Learning Engagement Scale
Learning Engagement Scale: The scale consists of 19 single-choice questions scored using a five-point Likert scale, ranging from 1 to 5. The higher scores indicating greater classroom engagement. The internal consistency (Cronbach\'s α) of the original scale ranges from 0.83 to 0.88.
Measured: through study completion (at the end of the semester), an average of 4.5 months.
Course Satisfaction Questionnaire
Course Satisfaction Questionnaire: The questionnaire consists of 12 items, rated on a five-point Likert scale, where 1 indicates strong disagreement and 5 indicates strong agreement. Higher scores indicate higher student satisfaction with the course.
Measured: through study completion (at the end of the semester), an average of 4.5 months.
Secondary outcomes (2)
Class Discussion Participation Rate
Class Discussion Participation Rate: The discussion participation rate for each teaching unit = (Number of students participating in the discussion ÷ Total number of students in the class) × 100%.
Measured: through study completion (at the end of the semester), an average of 4.5 months.
Class Attendance Rate
The attendance rate for each teaching unit = (Number of students present ÷ Total number of students in the class) × 100%.
Measured: through study completion (at the end of the semester), an average of 4.5 months.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted23 Sep 2024
- Study start3 Oct 2024 (estimated)
- Primary completion9 Jan 2025 (estimated)
- Study completion9 Jan 2025 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Nursing Students With no Specific Health IssuesStudies 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
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- This study is a two-group, pre- and post-test, parallel, non-blind randomized controlled trial. Participants will be randomly assigned to either the experimental group class or the control group class.
- Masking
- None (open label)
- Enrolment
- 120 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Chang Gung University of Science and Technology
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Chia-Chi Kuo, Chang Gung University of Science and Technology
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06607952
- Sponsor's protocol ID
- 202400142B0
- Other IDs
- EZRPF6P0041
- Acronym
- Non
- Status last verified
- Sep 2024
- First submitted
- 14 Sep 2024
- Last updated
- 23 Sep 2024
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: We will not to share individual participant data due to school policy.
Study at a glance
From the registry record, last updated by the sponsor on 23 Sep 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Experiential Learning and Critical Thinking: An Exploration of the Learning Effectiveness of Using Situational Case Videos in the Application of Emergency Nursing Course
- ClinicalTrials.gov ID
- NCT06607952
- Acronym / sponsor ID
- Non / 202400142B0
- Keywords
- emergency nursing, nursing students, scenario-based case videos, experiential learning, critical thinking
- Study type
- Interventional
- Recruitment status
- Unknown status
- Enrolment
- 120 participants (estimated)
- Lead sponsor
- Chang Gung University of Science and TechnologyUniversity, hospital or other
- Study start
- 3 Oct 2024 (estimated)
- Primary completion
- 9 Jan 2025 (estimated)
- Study completion
- 9 Jan 2025 (estimated)
- First posted
- 23 Sep 2024 (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.
This study is a randomized controlled trial. The goal of this clinical trial is to introduce scenario-based case videos into the elective course of Emergency Nursing and Applications for first-year students in a two-year program. By using five typical scenario-based case videos, the aim is to guide students through experiential learning and critical thinking, overcome learning difficulties, increase learning interest, and enhance learning outcomes.
The main aims of this research are:
To explore the effectiveness of emergency scenario-based case teaching on students learning focus, knowledge acquisition, classroom participation, and course satisfaction
The main questions it aims to answer are:
- Are there significant differences in emergency nursing knowledge, learning focus, and course satisfaction between students in the experimental group and the control group after different teaching methods are applied?
- Are there significant differences in classroom participation rates and attendance rates between students in the experimental group and the control group under different teaching methods?
Detailed description
This study is a two-group, pre- and post-test, parallel, non-blind randomized controlled trial. This educational practice research project will use scenario-based case videos as the intervention, with experiential learning and critical thinking as the teaching strategies. The goal is to guide students through experiential learning of emergency nursing via videos, using the seven core competencies of the mini-CEX (Physical Assessment, Clinical Judgment, Nursing Interventions, Communication, Empathy, Counseling and Education, Teamwork) to design lesson plans, reflection sheets, and learning materials. Students will be encouraged to critical thinking health issues, strengths, weaknesses, and improvement suggestions in the care process, providing feedback on emergency care.
This study will design five scenario-based lesson plans on topics including triage, meningeal hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. Videos for these scenarios will be created and edited based on these lesson plans.
Convenience sampling will be used to select first-year nursing students from a technology university in Southern Taiwan as participants. Classes will be randomly assigned to either the experimental group or the control group, with an estimated sample size of about 50-60 students per class, totaling 120 participants.
The experimental group will receive the new teaching method involving five scenario-based case videos, while the control group will continue with the traditional lecture-based method. Both groups will complete a basic information questionnaire and a pre-test of prior knowledge. At the end of the semester, students will undergo a post-test assessing emergency nursing knowledge, learning focus, and course satisfaction. Teachers will calculate the overall classroom participation rate, attendance rate, and perform a qualitative analysis of learning materials and reflective reports from the experimental group.
The researcher will screen and recruit subjects, conduct the intervention, and collect data. Inferential statistics will be performed using chi-square tests, Fisher\'s Exact Test, and independent t-tests to compare differences in basic attributes, knowledge, learning focus, course satisfaction, classroom participation rates, and attendance rates between the two groups.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- This study is a two-group, pre- and post-test, parallel, non-blind randomized controlled trial. Participants will be randomly assigned to either the experimental group class or the control group class.
| Arm | Type | Receives |
|---|---|---|
| The experimental group with scenario-based case videos teaching method. | Experimental | Other: scenario-based case videos teaching protocolThe students in the experimental group will receive a new teaching method of five scenario-based case videos. These scenarios include Triage, SDH (Subdural Hemorrhage) and ETTC (Emergency Trauma Training Course), AMI (Acute Myocardial Infarction) and D2B (Door to Balloon), COPD AE (Chronic Obstructive Pulmonary Disease with Acute Exacerbation) and TOCC (Travel, Occupation, Contact, and Cluster History Review), and Sepsis and CVC Procedure (Central Venous Catheter Procedure). |
| The control group with traditional lecture-based teaching method. | Active comparator | Other: traditional lecture-based teaching methodThe students in the control group will receive traditional lecture-based teaching on the five topics: Triage, SDH and ETTC, AMI and D2B, COPD AE and TOCC, and Sepsis and CVC Procedure. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- First-year students in the two-year nursing program at a technology university in Southern Taiwan.
- Adults aged 18 and above.
- Enrolled in the elective course \"Emergency Nursing and Applications.\"
Key exclusion criteria (1 listed)
- Students who have not previously completed courses in Anatomy and Physiology, Basic Nursing, Medical-Surgical Nursing, Physical Assessment, or Pharmacology.
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 |
|---|---|---|
| scenario-based case videos teaching protocolStudents in the experimental group will receive a new teaching method of scenario-based case video interventions. These videos cover five key scenarios: Triage, SDH and ETTC, AMI and D2B, COPD AE and TOCC, and Sepsis and the CVC Procedure. This teaching method is grounded in experiential learning theory and critical thinking strategies, designed to guide students in learning emergency nursing through video experiences. In each class, the instructor will first introduce the foundational concepts of emergency nursing for each system. Students will then watch a 15-minute scenario-based case video. Afterward, the instructor will facilitate a 15-minute discussion using reflection sheets to promote experiential learning and critical | Other | The experimental group with scenario-based case videos teaching method. |
| traditional lecture-based teaching methodStudents in the control group will receive traditional lecture-based instruction on the five topics: Triage, SDH and ETTC , AMI and D2B , COPD AE and TOCC , and Sepsis and the CVC Procedure. During the lectures, the instructor will encourage students to ask questions and engage in discussions to enhance understanding. | Other | The control group with traditional lecture-based teaching method. |
Primary outcome
Emergency Nursing Knowledge Test
Time frame: post-lesson quizzes after the course and a final exam at the end of the semester (through study completion, an average of 4.5 months).
Emergency Nursing Knowledge Test: covering four units: subdural hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. An average of 20 single-choice questions, with a total score ranging from 0 to 100, where higher scores indicate a greater knowledge of Emergency Nursing.
Learning Worksheets
Time frame: during the course on week 1, 4, 6, 10, 14.
Learning Worksheets: covering five units-triage, subdural hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. Each unit has 10 fill-in-the-blank questions, with a total score ranging from 0 to 100, where higher scores indicate a greater learning efficacy.
Learning Engagement Scale
Time frame: through study completion (at the end of the semester), an average of 4.5 months.
Learning Engagement Scale: The scale consists of 19 single-choice questions scored using a five-point Likert scale, ranging from 1 to 5. The higher scores indicating greater classroom engagement. The internal consistency (Cronbach\'s α) of the original scale ranges from 0.83 to 0.88.
Course Satisfaction Questionnaire
Time frame: through study completion (at the end of the semester), an average of 4.5 months.
Course Satisfaction Questionnaire: The questionnaire consists of 12 items, rated on a five-point Likert scale, where 1 indicates strong disagreement and 5 indicates strong agreement. Higher scores indicate higher student satisfaction with the course.
2 secondary outcomes
Class Discussion Participation Rate
Time frame: through study completion (at the end of the semester), an average of 4.5 months.
Class Attendance Rate
Time frame: through study completion (at the end of the semester), an average of 4.5 months.
Results and safety
Results are not available in the source record.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 23 Sep 2024.
- Related InfoLink provided by the sponsor.
- Individual participant dataSharing planned: No. We will not to share individual participant data due to school policy.
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.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing scenario-based case videos teaching protocol and traditional lecture-based teaching method in people with Nursing Students With no Specific Health Issues, run by Chang Gung University of Science and Technology 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 3 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 23 Sep 2024. 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?
Contact Chia-Chi Kuo, Ph.D. (+886-5-3628800 ext. 2625, cckuo@mail.cgust.edu.tw), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Emergency Nursing Knowledge Test (time frame: post-lesson quizzes after the course and a final exam at the end of the semester (through study completion, an average of 4.5 months).). The study lists 4 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
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 23 Sep 2024.