Nursing EducationNCT06902870
Effectiveness of Scenario-Based Online Simulation in Chest Trauma in Nurses
A study testing Scenario-Based Online Simulation Training Program and Classroom-Based Teaching in people with Nursing Education, run by tygh backup at 1 site in Taiwan.
Trial summary
Methods This randomized controlled trial evaluated teaching strategies for chest trauma education. The course was promoted via posters and conducted over two days, with two sessions per day. Sessions were randomly assigned to the control or experimental group via a lottery system before the course. Read more about this study
- Who is it for?
- Ages 20 years and older
- Conditions the study is for
- Nursing Education
- What is being tested?
- Scenario-Based Online Simulation Training Program and Classroom-Based Teaching
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 95 participants
- Where
- 1 siteTaiwan
- Study dates
- 19 Jan 2024to 18 May 2024
- 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 20 years and older
- All sexes
- No healthy volunteers
- Adult, Older adult
Who may be able to join
- Professional Setting:
- Nurses working in emergency departments or specific surgical specialties, including thoracic surgery, neurosurgery, general surgery, and orthopedics.
- Willingness to Participate:
- Nurses who voluntarily agree to participate in this study.
Who cannot join
- Non-Surgical Nurses:
- Nurses from non-surgical departments or those not meeting the inclusion criteria within other surgical specialties.
- Non-Frontline Care Providers:
- Nurses not directly involved in the clinical care of chest trauma patients, such as outpatient nurses or case managers.
- Incomplete Participation:
- Nurses who do not complete the full course of the study program.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effectiveness of a "CARE I DECIDE！" Scenario-Based Online Simulation Training Program in Chest Trauma Care Knowledge and Clinical Reasoning Ability Among Nurses
Methods This randomized controlled trial evaluated teaching strategies for chest trauma education. The course was promoted via posters and conducted over two days, with two sessions per day. Sessions were randomly assigned to the control or experimental group via a lottery system before the course. This process was repeated on day two. A total of 67 participants per group were recruited, ensuring 50% random allocation. Control Group Participants received traditional classroom instruction with case discussions. Pretest: Collected demographic data and assessed baseline knowledge using the Chest Trauma Knowledge Scale (CTKS) and Nursing Clinical Decision-Making Scale (NCDMS). First posttest (1-week follow-up): Measured CTKS, NCDMS, and Learning Engagement Scale (LES). Second posttest (3-month follow-up): Assessed CTKS and Confidence in Nursing Clinical Reasoning Scale (CNCRS). Experimental Group Participants received traditional instruction plus "CARE! I-DECIDE" online simulation. Pretest: Same as the control group. First posttest (1-week follow-up): Measured CTKS, NCDMS, and LES. Second posttest (3-month follow-up): Assessed CTKS and CNCRS. Assessments were completed via Google Forms or paper-based questionnaires. This study compared traditional teaching with blended learning using online simulation, evaluating immediate and delayed outcomes.
Read the detailed description
Background In Taiwan, accidental injuries remain a major cause of death, with thoracic trauma being a significant contributor to severe cases. Nurses must develop rapid assessment, management, and clinical reasoning skills to improve trauma care. However, trauma training is often limited by spatial and financial constraints, restricting ongoing education. The "Care I Decide!" online simulation-assisted teaching provides a flexible, accessible solution for continuous thoracic trauma training, enhancing nurses' knowledge and clinical reasoning skills.
Purpose This study assessed the effectiveness of "Care I Decide!" in improving nurses' thoracic trauma knowledge and clinical reasoning skills.
Method This randomized controlled trial (RCT) used a two-group, repeated-measures design with 95 ER and surgical nurses from a regional teaching hospital in Northern Taiwan.
- Experimental group (n=49): Received classroom teaching + "Care I Decide!" online simulation.
- Control group (n=46): Received classroom teaching + case sharing.
Participants completed:
- Pre-test (before intervention)
- First post-test (1 week after intervention)
- Second post-test (12 weeks after intervention)
Instruments used:
- Thoracic Trauma Knowledge Scale (TTKS)
- Clinical Reasoning Skills Scale (CRSS)
- Learning Engagement Scale (LES) Results Pre-test scores showed no significant differences between groups.
After the intervention:
- The experimental group had higher thoracic trauma knowledge in both post-tests (p < .01).
- Their clinical reasoning skills improved significantly in the second post-test (p < .05).
- High learning engagement was observed in both groups but was not statistically significant (p > .05).
Conclusion and Recommendations Both approaches improved nurses' knowledge and clinical reasoning skills. The "Care I Decide!" online simulation provided flexible training without time or location constraints. Scenario-based exercises enhanced clinical reasoning and decision-making, offering real-time feedback for concept clarification.
Additionally, interactive videos strengthened knowledge retention and clinical judgment by allowing nurses to apply reasoning in patient scenarios. This method is recommended for continuing education and could be expanded to other trauma scenarios for ongoing clinical training.
- Conditions
- Nursing Education
- Being tested
- Scenario-Based Online Simulation Training Program, Classroom-Based Teaching
- Keywords
- Thoracic trauma online simulation clinical reasoning nursing education
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Scenario-Based Online Simulation Training ProgramOther
Classroom-Based Teaching and Online Simulation-Assisted Instruction
Classroom-Based Instruction:
Participants were provided with a QR code to access the Moodle platform and download the electronic course materials.
The classroom instruction covered the following topics:
Mechanisms of trauma and prehospital assessment. Principles of major trauma activation and evaluation. Types of chest trauma and associated clinical signs. Principles of chest trauma care and recognition of changes in patient conditions.
"Care I Decide!" Online Simulation-Assisted Teaching:
A detailed explanation of the operational process for the "Care I Decide!" online simulation-assisted teaching materials was provided.
The session integrated classroom knowledge with the "Care I Decide!" online simulation. It presented clinical scenarios involving changes in vital signs and symptoms of chest trauma patients, guiding participants through clinical decision-making processes.
Classroom-Based TeachingOther
Classroom-Based Teaching
Delivery of Course Materials:
Participants were provided with a QR code to access the Moodle platform, where they could download the electronic course handouts.
Classroom Instruction Content:
The classroom teaching session included the following topics:
Mechanisms of trauma and prehospital assessment. Principles of major trauma activation and evaluation. Types of chest trauma and associated clinical signs. Principles of chest trauma care and recognition of changes in patient conditions.
Chest Trauma Case Sharing
Case Presentation and Reflection:
Clinical cases involving chest trauma were presented to participants. They were guided to describe the case details, reflect on the management process, and receive constructive feedback.
Discussion and Problem Solving:
During the discussion, questions and uncertainties raised by participants were addressed to enhance understanding and clarify key concepts.
| Study group | Role | What they receive |
|---|---|---|
| Experimental Group | Experimental | The experimental group received "Care I Decide!" online simulation-assisted teaching following the classroom-based instruction.
Classroom-Based Teaching and Online Simulation-Assisted Instruction
Classroom-Based Instruction:
Participants were provided with a QR code to access the Moodle platform and download the electronic course materials.
The classroom instruction covered the following topics:
Mechanisms of trauma and prehospital assessment. Principles of major trauma activation and evaluation. Types of chest trauma and associated clinical signs. Principles of chest trauma care and recognition of changes in patient conditions.
"Care I Decide!" Online Simulation-Assisted Teaching:
A detailed explanation of the operational process for the "Care I Decide!" online simulation-assisted teaching materials was provided.
The session integrated classroom knowledge with the "Care I Decide!" online simulation. It presented clinical scenarios involving changes in vital signs and symptoms. Receives: Other: Scenario-Based Online Simulation Training Program |
| Control Group | Other | The control group received traditional case sharing following the classroom-based instruction.
Classroom-Based Teaching
Delivery of Course Materials:
Participants were provided with a QR code to access the Moodle platform, where they could download the electronic course handouts.
Classroom Instruction Content:
The classroom teaching session included the following topics:
Mechanisms of trauma and prehospital assessment. Principles of major trauma activation and evaluation. Types of chest trauma and associated clinical signs. Principles of chest trauma care and recognition of changes in patient conditions.
Chest Trauma Case Sharing
Case Presentation and Reflection:
Clinical cases involving chest trauma were presented to participants. They were guided to describe the case details, reflect on the management process, and receive constructive feedback.
Discussion and Problem Solving:
During the discussion, questions and uncertainties raised by participants were addressed Receives: Other: Classroom-Based Teaching |
What is being measured
The primary outcome is the main question the study is designed to answer.
Chest Trauma Knowledge，Clinical Reasoning Scale
Primary Outcome Measures: Chest Trauma Care Knowledge Scale：Measures knowledge of chest trauma care.Time Points: Before the intervention, right after the intervention, and 12 weeks later.Clinical Reasoning Scale：Assesses clinical reasoning skills in chest trauma care.Time Points: Before the intervention, right after the intervention, and 12 weeks later.Learning Engagement Scale：Evaluates participants' engagement in the learning process.Time Point: Right after the intervention.Overall Study Time Frame: 6 months.
Measured: 6months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted30 Mar 2025
- Study start19 Jan 2024
- Primary completion18 May 2024
- Study completion18 May 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Nursing EducationStudies 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
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 95 participants (actual)
Sponsor and investigators
- Lead sponsor
- tygh backup
- Sponsor type
- Other government
- Responsible party
- Sponsor-investigator, tygh backup, Taoyuan General Hospital
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06902870
- Sponsor's protocol ID
- TYGH112053
- Status last verified
- Mar 2025
- First submitted
- 17 Dec 2024
- Last updated
- 30 Mar 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 30 Mar 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effectiveness of a "CARE I DECIDE！" Scenario-Based Online Simulation Training Program in Chest Trauma Care Knowledge and Clinical Reasoning Ability Among Nurses
- ClinicalTrials.gov ID
- NCT06902870
- Acronym / sponsor ID
- TYGH112053
- Conditions
- Nursing Education
- Keywords
- Thoracic trauma online simulation clinical reasoning nursing education
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 95 participants (actual)
- Lead sponsor
- tygh backupOther government
- Study start
- 19 Jan 2024 (actual)
- Primary completion
- 18 May 2024 (actual)
- Study completion
- 18 May 2024 (actual)
- First posted
- 30 Mar 2025 (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.
Methods This randomized controlled trial evaluated teaching strategies for chest trauma education. The course was promoted via posters and conducted over two days, with two sessions per day. Sessions were randomly assigned to the control or experimental group via a lottery system before the course. This process was repeated on day two. A total of 67 participants per group were recruited, ensuring 50% random allocation. Control Group Participants received traditional classroom instruction with case discussions. Pretest: Collected demographic data and assessed baseline knowledge using the Chest Trauma Knowledge Scale (CTKS) and Nursing Clinical Decision-Making Scale (NCDMS). First posttest (1-week follow-up): Measured CTKS, NCDMS, and Learning Engagement Scale (LES). Second posttest (3-month follow-up): Assessed CTKS and Confidence in Nursing Clinical Reasoning Scale (CNCRS). Experimental Group Participants received traditional instruction plus "CARE! I-DECIDE" online simulation. Pretest: Same as the control group. First posttest (1-week follow-up): Measured CTKS, NCDMS, and LES. Second posttest (3-month follow-up): Assessed CTKS and CNCRS. Assessments were completed via Google Forms or paper-based questionnaires. This study compared traditional teaching with blended learning using online simulation, evaluating immediate and delayed outcomes.
Detailed description
Background In Taiwan, accidental injuries remain a major cause of death, with thoracic trauma being a significant contributor to severe cases. Nurses must develop rapid assessment, management, and clinical reasoning skills to improve trauma care. However, trauma training is often limited by spatial and financial constraints, restricting ongoing education. The "Care I Decide!" online simulation-assisted teaching provides a flexible, accessible solution for continuous thoracic trauma training, enhancing nurses' knowledge and clinical reasoning skills.
Purpose This study assessed the effectiveness of "Care I Decide!" in improving nurses' thoracic trauma knowledge and clinical reasoning skills.
Method This randomized controlled trial (RCT) used a two-group, repeated-measures design with 95 ER and surgical nurses from a regional teaching hospital in Northern Taiwan.
- Experimental group (n=49): Received classroom teaching + "Care I Decide!" online simulation.
- Control group (n=46): Received classroom teaching + case sharing.
Participants completed:
- Pre-test (before intervention)
- First post-test (1 week after intervention)
- Second post-test (12 weeks after intervention)
Instruments used:
- Thoracic Trauma Knowledge Scale (TTKS)
- Clinical Reasoning Skills Scale (CRSS)
- Learning Engagement Scale (LES) Results Pre-test scores showed no significant differences between groups.
After the intervention:
- The experimental group had higher thoracic trauma knowledge in both post-tests (p < .01).
- Their clinical reasoning skills improved significantly in the second post-test (p < .05).
- High learning engagement was observed in both groups but was not statistically significant (p > .05).
Conclusion and Recommendations Both approaches improved nurses' knowledge and clinical reasoning skills. The "Care I Decide!" online simulation provided flexible training without time or location constraints. Scenario-based exercises enhanced clinical reasoning and decision-making, offering real-time feedback for concept clarification.
Additionally, interactive videos strengthened knowledge retention and clinical judgment by allowing nurses to apply reasoning in patient scenarios. This method is recommended for continuing education and could be expanded to other trauma scenarios for ongoing clinical training.
Study design
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Experimental Group | Experimental | Other: Scenario-Based Online Simulation Training ProgramThe experimental group received "Care I Decide!" online simulation-assisted teaching following the classroom-based instruction. Classroom-Based Teaching and Online Simulation-Assisted Instruction Classroom-Based Instruction: Participants were provided with a QR code to access the Moodle platform and download the electronic course materials. The classroom instruction covered the following topics: Mechanisms of trauma and prehospital assessment. Principles of major trauma activation and evaluation. Types of chest trauma and associated clinical signs. Principles of chest trauma care and recognition of changes in patient conditions. "Care I Decide!" Online Simulation-Assisted Teaching: A detailed explanation of the operational process for the "Care I Decide!" online simulation-assisted teaching materials was provided. The session integrated classroom knowledge with the "Care I Decide!" online simulation. It presented clinical scenarios involving changes in vital signs and symptoms. |
| Control Group | Other | Other: Classroom-Based TeachingThe control group received traditional case sharing following the classroom-based instruction. Classroom-Based Teaching Delivery of Course Materials: Participants were provided with a QR code to access the Moodle platform, where they could download the electronic course handouts. Classroom Instruction Content: The classroom teaching session included the following topics: Mechanisms of trauma and prehospital assessment. Principles of major trauma activation and evaluation. Types of chest trauma and associated clinical signs. Principles of chest trauma care and recognition of changes in patient conditions. Chest Trauma Case Sharing Case Presentation and Reflection: Clinical cases involving chest trauma were presented to participants. They were guided to describe the case details, reflect on the management process, and receive constructive feedback. Discussion and Problem Solving: During the discussion, questions and uncertainties raised by participants were addressed |
Who may qualify
- Ages
- 20 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (4 listed)
- Professional Setting:
- Nurses working in emergency departments or specific surgical specialties, including thoracic surgery, neurosurgery, general surgery, and orthopedics.
- Nurses who voluntarily agree to participate in this study.
Key exclusion criteria (6 listed)
- Non-Surgical Nurses:
- Nurses from non-surgical departments or those not meeting the inclusion criteria within other surgical specialties.
- Nurses not directly involved in the clinical care of chest trauma patients, such as outpatient nurses or case managers.
- Nurses who do not complete the full course of the study program.
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 Online Simulation Training ProgramClassroom-Based Teaching and Online Simulation-Assisted Instruction Classroom-Based Instruction: Participants were provided with a QR code to access the Moodle platform and download the electronic course materials. The classroom instruction covered the following topics: Mechanisms of trauma and prehospital assessment. Principles of major trauma activation and evaluation. Types of chest trauma and associated clinical signs. Principles of chest trauma care and recognition of changes in patient conditions. "Care I Decide!" Online Simulation-Assisted Teaching: A detailed explanation of the operational process for the "Care I Decide!" online simulation-assisted teaching materials was provided. The session integrated classroom knowledge with the "Care I Decide!" online simulation. It presented clinical scenarios involving changes in vital signs and symptoms of chest trauma patients, guiding participants through clinical decision-making processes. | Other | Experimental Group |
| Classroom-Based TeachingClassroom-Based Teaching Delivery of Course Materials: Participants were provided with a QR code to access the Moodle platform, where they could download the electronic course handouts. Classroom Instruction Content: The classroom teaching session included the following topics: Mechanisms of trauma and prehospital assessment. Principles of major trauma activation and evaluation. Types of chest trauma and associated clinical signs. Principles of chest trauma care and recognition of changes in patient conditions. Chest Trauma Case Sharing Case Presentation and Reflection: Clinical cases involving chest trauma were presented to participants. They were guided to describe the case details, reflect on the management process, and receive constructive feedback. Discussion and Problem Solving: During the discussion, questions and uncertainties raised by participants were addressed to enhance understanding and clarify key concepts. | Other | Control Group |
Primary outcome
Chest Trauma Knowledge，Clinical Reasoning Scale
Time frame: 6months
Primary Outcome Measures: Chest Trauma Care Knowledge Scale：Measures knowledge of chest trauma care.Time Points: Before the intervention, right after the intervention, and 12 weeks later.Clinical Reasoning Scale：Assesses clinical reasoning skills in chest trauma care.Time Points: Before the intervention, right after the intervention, and 12 weeks later.Learning Engagement Scale：Evaluates participants' engagement in the learning process.Time Point: Right after the intervention.Overall Study Time Frame: 6 months.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 30 Mar 2025.
- 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.
The record lists no contact. Use the official record to reach the sponsor.
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 Online Simulation Training Program and Classroom-Based Teaching in people with Nursing Education, run by tygh backup 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 4 inclusion and 6 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: finished, as of the sponsor's last update on 30 Mar 2025. 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?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
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?
Chest Trauma Knowledge，Clinical Reasoning Scale (time frame: 6months). 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 30 Mar 2025; AzTrials last refreshed its copy on 6 Nov 2026.