Professional Sense of MissionNCT07193238
Application of an Ashridge Training Model-Based Ethics and Moral Course in Newly Graduated Nurses
A study testing The Ethics and Moral Course based on the Ashridge training model in people with Professional Sense of Mission and Professional Benefit Perception, run by Eye & ENT Hospital of Fudan University at 1 site in China.
Trial summary
The objective of this historical control trial is to evaluate the effectiveness of an Ethics and Moral Course, based on the Ashridge training model, in newly graduated nurses. The primary questions it aims to address are: (1) What is the impact of integrating moral education into the standardized training of newly… Read more about this study
- Who is it for?
- Any age
- Conditions the study is for
- Professional Sense of Mission, Professional Benefit Perception, Humanistic Care Ability
- What is being tested?
- The Ethics and Moral Course based on the Ashridge training model
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 120 participants
- Where
- 1 siteChina
- Study dates
- 1 Jan 2022to 31 Dec 2023
- 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 Any age
- All sexes
- No healthy volunteers
- Child, Adult, Older adult
Who may be able to join
- Newly graduated nurses with no prior clinical nursing experience.
- Possession of a nurse licensure certificate.
- Currently undergoing a one-year standardized training for newly graduated nurses.
- Voluntary participation in the study with informed consent signed by the nurse.
Who cannot join
- Newly graduated nurses on medical leave exceeding three months or those in a non-working status during the study period, including maternity leave, sick leave, or vacation.
- Nurses with a recent history of major traumatic events leading to mental debilitation or psychological trauma.
Trial locations and contacts
1 site in 1 country.
About this study
The objective of this historical control trial is to evaluate the effectiveness of an Ethics and Moral Course, based on the Ashridge training model, in newly graduated nurses. The primary questions it aims to address are: (1) What is the impact of integrating moral education into the standardized training of newly employed nurses on their professional outlook? (2) Can this study enhance the humanistic care abilities and overall competencies of newly graduated nurses?
Researchers compared two groups of newly employed nurses (without work experience) at a specific hospital. The control group received conventional training, while the intervention group underwent a moral education curriculum designed in three stages based on the Ashridge training model, in addition to traditional training. Post-training, the two groups were compared in terms of their sense of professional mission, perceived professional benefits, humanistic care abilities, theoretical knowledge, and practical skills performance.
Read the detailed description
With the continuous development of the healthcare sector, nursing personnel face increasingly higher professional demands. Newly graduated nurses, lacking work experience, are particularly prone to ethical dilemmas during their transition from nursing students to clinical practitioners. Ophthalmology and otolaryngology diseases often affect patients' sensory functions and quality of life, imposing higher competency requirements on Eye, Ear, Nose, and Throat (EENT) nurses. Standardized training, as a crucial transitional period for new nurses, presents an optimal opportunity to integrate ethical education, thereby fostering their professional outlook and moral qualities.
This study underscores the importance of structured ethical and moral education during this critical transition period. The investigators first developed an ethics and morality curriculum tailored for new EENT nurses based on the Ashridge training model, followed by a non-randomized controlled trial to evaluate its effectiveness. Newly employed nurses (new graduates without work experience) at a tertiary specialized hospital in Shanghai were selected as study subjects. Sixty new nurses employed between January 2022 and December 2022 served as the control group and received conventional training. Between January 2023 and December 2023, sixty newly employed nurses served as the intervention group, receiving an ethics and morality curriculum designed in three phases based on the Ashridge training model, in addition to conventional training.
A mixed-methods research design was adopted. The investigators surveyed the sense of professional mission, professional benefit perception, humanistic care ability, theoretical knowledge, practical skills, and scenario-based case simulation performance in both groups post-training. The qualitative component used purposive sampling to conduct semi-structured interviews with 18 new nurses. Thematic framework analysis was employed to extract viewpoints, categorize reasoning, and summarize themes.
The results indicated that the intervention group outperformed the control group across all measured parameters (P < 0.05). The results highlight the effectiveness of our course in enhancing the professional identity, ethical decision-making, and humanistic care abilities of newly graduated nurses. Our qualitative interviews further complemented the quantitative findings, providing valuable insights for the development of ethical and moral education courses for new nurses.
- Conditions
- Professional Sense of Mission, Professional Benefit Perception, Humanistic Care Ability, Theoretical Knowledge and Practical Skills Performance, New Graduated Nurses, The Ethics and Moral Course
- Being tested
- The Ethics and Moral Course based on the Ashridge training model
- Keywords
- Ashridge Training Model, ethics education, moral education, newly graduated nurses
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
The Ethics and Moral Course based on the Ashridge training modelOther
Based on the three-stage characteristics of the Ashridge training model, the developed the content of this ethics course. (1) Discrete stage (within 3 months of employment): This stage aims to initially cultivate the professional identity of new nurses, stimulating humanistic awareness. It primarily involves self-study, supplemented by instructor supervision and implicit positive guidance. (2) Integrated stage (4-6 months of employment): This stage combines professional identity with actual work, enhancing humanistic care abilities in practice. It emphasizes mutual sharing between instructors and new nurses, utilizing diverse training methods to promote experience and reflection. (3) Cumulative stage (7-12 months of employment): This stage develops critical thinking and ethical problem-solving abilities. It focuses on assessing comprehensive abilities in complex nursing situations, providing feedback on the teaching plan, and evaluating training effectiveness.
| Study group | Role | What they receive |
|---|---|---|
| Control group | No intervention | The control group underwent a conventional one-year training for newly graduated nurses, initially consisting of centralized training by the hospital and nursing departments, covering regulations, laws, medical ethics, nursing professional spirit, specialized theory, and basic operational training. Upon entering their respective departments, one-on-one mentorship was provided by instructors, teaching basic nursing, specialized disease care, basic and specialized nursing operations, and nursing workflows. Theoretical knowledge was delivered through PPT lectures, while nursing skill training included demonstrations, explanations, and organized practice. Real-time guidance was provided during the learning process, with periodic assessments in theory and practice to ensure learning outcomes. |
| Intervention group | Experimental | In addition to the same training as the control group, the intervention group received the Ethics and Moral Course based on the Ashridge training model, tailored for newly graduated nurses. Receives: Other: The Ethics and Moral Course based on the Ashridge training model |
What is being measured
The primary outcome is the main question the study is designed to answer.
Professional Calling
Evaluation was conducted using the Professional Calling Scale. This scale consists of 12 items and is a unidimensional scale. It uses a Likert 5-point scale, ranging from 1 (strongly disagree) to 5 (strongly agree), resulting in a total score range of 12 to 60, with higher scores indicating a stronger sense of professional calling.
Measured: Within 7 days after the completion of the training program
Professional Benefits
Evaluation was conducted using the Nurse Professional Benefits Scale. This scale comprises 29 items across five dimensions: Positive Professional Perception (5 items), Family and Friends' Recognition (7 items), Team Belongingness (5 items), Good Nurse-Patient Relationship (6 items), and Personal Growth (6 items). It uses a Likert 5-point scale, ranging from 1 (strongly disagree) to 5 (strongly agree), with a total score range of 29 to 145. Higher scores indicate a higher level of professional benefits for nurses.
Measured: Within 7 days after the completion of the training program
Humanistic Caring Ability
Evaluation was conducted using the Nursing Students' Humanistic Caring Ability Scale. This scale consists of 45 items across eight dimensions: Instilling Beliefs and Hope (9 items), Humanitarian Altruistic Values (6 items), Health Education (7 items), Promoting Emotional Communication (5 items), Scientifically Solving Health Problems (4 items), Assisting in Meeting Basic Needs (4 items), Helping Solve to Difficulties (5 items), and Providing a Good Environment (5 items). It uses a Likert 5-point scale, with positive items scored from 4 (completely agree) to 0 (completely disagree), and 10 reverse-scored items from 0 (completely agree) to 4 (completely disagree), providing a total score range of 0 to 180. Higher scores indicate stronger humanistic caring abilities.
Measured: Within 7 days after the completion of the training program
Secondary outcomes (2)
Theoretical Knowledge and Practical Skills, and Scenario Simulation Exam Scores
Two groups of newly graduated nurses were assessed on fundamental nursing theory, practical nursing skills, and scenario-based case examinations. Standardized patients were portrayed by three nurses who had undergone rigorous standardized training and passed competency evaluations. The scenario-based case examinations included assessments of ophthalmology and otolaryngology workflows, evaluating the new nurses' abilities in nurse-patient communication, clinical judgment, emergency response, and practical skills.
Measured: During the last seven days of the training program
Qualitative Research
A semi-structured interview method was used to gain in-depth insights into their perceptions of the Ethics and Moral Course, thereby complementing the quantitative research.
Measured: Within 7 days after the completion of the training program
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted25 Sep 2025
- Study start1 Jan 2022
- Primary completion31 Dec 2023
- Study completion31 Dec 2023
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (10)Papers the sponsor has linked to this study.
- Other trials for Professional Sense of MissionStudies of the same condition, open and under way.
- More trials run by Eye & ENT Hospital of Fudan UniversityThe sponsor's other registered studies.
- 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
- Non-randomised
- Intervention model
- Parallel groups
- Model description
- The Ashridge training model, originating in 1986, was developed by a research project team at Ashridge Management College. It divides training activities into three stages: discrete stage, integration stage, and cumulative stage. This model places significant emphasis on both individual and organizational learning.
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 120 participants (actual)
Sponsor and investigators
- Lead sponsor
- Eye & ENT Hospital of Fudan University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07193238
- Sponsor's protocol ID
- Ashridge Training Model
- Other IDs
- FNEF202115, SYSZ2303
- Status last verified
- Sep 2025
- First submitted
- 12 Sep 2025
- Last updated
- 25 Sep 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Missen K, McKenna L, Beauchamp A. Satisfaction of newly graduated nurses enrolled in transition-to-practice programmes in their first year of employment: a systematic review. J Adv Nurs. 2014 Nov;70(11):2419-33. doi: 10.1111/jan.12464. Epub 2014 Jul 2.
PubMed 24989716Cavanagh N, Cockett G, Heinrich C, Doig L, Fiest K, Guichon JR, Page S, Mitchell I, Doig CJ. Compassion fatigue in healthcare providers: A systematic review and meta-analysis. Nurs Ethics. 2020 May;27(3):639-665. doi: 10.1177/0969733019889400. Epub 2019 Dec 12.
PubMed 31829113Reebals C, Wood T, Markaki A. Transition to Practice for New Nurse Graduates: Barriers and Mitigating Strategies. West J Nurs Res. 2022 Apr;44(4):416-429. doi: 10.1177/0193945921997925. Epub 2021 Mar 16.
PubMed 33724088Hallaran AJ, Edge DS, Almost J, Tregunno D. New Nurses' Perceptions on Transition to Practice: A Thematic Analysis. Can J Nurs Res. 2023 Mar;55(1):126-136. doi: 10.1177/08445621221074872. Epub 2022 Jan 24.
PubMed 35068206Rattanasirivilai P, Shirodkar AL. A study of the role and educational needs of ophthalmic specialist nurses. Br J Nurs. 2021 Jul 22;30(14):858-864. doi: 10.12968/bjon.2021.30.14.858.
PubMed 34288742Haahr A, Norlyk A, Martinsen B, Dreyer P. Nurses experiences of ethical dilemmas: A review. Nurs Ethics. 2020 Feb;27(1):258-272. doi: 10.1177/0969733019832941. Epub 2019 Apr 11.
PubMed 30975034Huang Y. An Empirical Study on Evaluation of Humanistic Caring Ability of Nursing Undergraduates. Master, Fujian Medical University, 2007.
Hu J. Study on Conceptual Framework and Evaluation Tool of Nurse's Perceived Professional Benefits. Master, Second Military Medical University, 2013.
Dobrow SR and Tosti-Kharas J. Calling: The development of a scale measure. Personnel Psychology 2011; 64: 1001-1049.
Zhou Y. Research on the Relationship between Career Calling, Career Commitment and Career Success. Master, Jilin University, 2013.
Study at a glance
From the registry record, last updated by the sponsor on 25 Sep 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Application of an Ashridge Training Model-Based Ethics and Moral Course in Newly Graduated Nurses
- ClinicalTrials.gov ID
- NCT07193238
- Acronym / sponsor ID
- Ashridge Training Model
- Conditions
- Professional Sense of Mission, Professional Benefit Perception, Humanistic Care Ability, Theoretical Knowledge and Practical Skills Performance, New Graduated Nurses, The Ethics and Moral Course
- Keywords
- Ashridge Training Model, ethics education, moral education, newly graduated nurses
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 120 participants (actual)
- Lead sponsor
- Eye & ENT Hospital of Fudan UniversityUniversity, hospital or other
- Study start
- 1 Jan 2022 (actual)
- Primary completion
- 31 Dec 2023 (actual)
- Study completion
- 31 Dec 2023 (actual)
- First posted
- 25 Sep 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.
The objective of this historical control trial is to evaluate the effectiveness of an Ethics and Moral Course, based on the Ashridge training model, in newly graduated nurses. The primary questions it aims to address are: (1) What is the impact of integrating moral education into the standardized training of newly employed nurses on their professional outlook? (2) Can this study enhance the humanistic care abilities and overall competencies of newly graduated nurses?
Researchers compared two groups of newly employed nurses (without work experience) at a specific hospital. The control group received conventional training, while the intervention group underwent a moral education curriculum designed in three stages based on the Ashridge training model, in addition to traditional training. Post-training, the two groups were compared in terms of their sense of professional mission, perceived professional benefits, humanistic care abilities, theoretical knowledge, and practical skills performance.
Detailed description
With the continuous development of the healthcare sector, nursing personnel face increasingly higher professional demands. Newly graduated nurses, lacking work experience, are particularly prone to ethical dilemmas during their transition from nursing students to clinical practitioners. Ophthalmology and otolaryngology diseases often affect patients' sensory functions and quality of life, imposing higher competency requirements on Eye, Ear, Nose, and Throat (EENT) nurses. Standardized training, as a crucial transitional period for new nurses, presents an optimal opportunity to integrate ethical education, thereby fostering their professional outlook and moral qualities.
This study underscores the importance of structured ethical and moral education during this critical transition period. The investigators first developed an ethics and morality curriculum tailored for new EENT nurses based on the Ashridge training model, followed by a non-randomized controlled trial to evaluate its effectiveness. Newly employed nurses (new graduates without work experience) at a tertiary specialized hospital in Shanghai were selected as study subjects. Sixty new nurses employed between January 2022 and December 2022 served as the control group and received conventional training. Between January 2023 and December 2023, sixty newly employed nurses served as the intervention group, receiving an ethics and morality curriculum designed in three phases based on the Ashridge training model, in addition to conventional training.
A mixed-methods research design was adopted. The investigators surveyed the sense of professional mission, professional benefit perception, humanistic care ability, theoretical knowledge, practical skills, and scenario-based case simulation performance in both groups post-training. The qualitative component used purposive sampling to conduct semi-structured interviews with 18 new nurses. Thematic framework analysis was employed to extract viewpoints, categorize reasoning, and summarize themes.
The results indicated that the intervention group outperformed the control group across all measured parameters (P < 0.05). The results highlight the effectiveness of our course in enhancing the professional identity, ethical decision-making, and humanistic care abilities of newly graduated nurses. Our qualitative interviews further complemented the quantitative findings, providing valuable insights for the development of ethical and moral education courses for new nurses.
Study design
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 2
- Model description
- The Ashridge training model, originating in 1986, was developed by a research project team at Ashridge Management College. It divides training activities into three stages: discrete stage, integration stage, and cumulative stage. This model places significant emphasis on both individual and organizational learning.
| Arm | Type | Receives |
|---|---|---|
| Control group | No intervention | –The control group underwent a conventional one-year training for newly graduated nurses, initially consisting of centralized training by the hospital and nursing departments, covering regulations, laws, medical ethics, nursing professional spirit, specialized theory, and basic operational training. Upon entering their respective departments, one-on-one mentorship was provided by instructors, teaching basic nursing, specialized disease care, basic and specialized nursing operations, and nursing workflows. Theoretical knowledge was delivered through PPT lectures, while nursing skill training included demonstrations, explanations, and organized practice. Real-time guidance was provided during the learning process, with periodic assessments in theory and practice to ensure learning outcomes. |
| Intervention group | Experimental | Other: The Ethics and Moral Course based on the Ashridge training modelIn addition to the same training as the control group, the intervention group received the Ethics and Moral Course based on the Ashridge training model, tailored for newly graduated nurses. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (4 listed)
- Newly graduated nurses with no prior clinical nursing experience.
- Possession of a nurse licensure certificate.
- Currently undergoing a one-year standardized training for newly graduated nurses.
- Voluntary participation in the study with informed consent signed by the nurse.
Key exclusion criteria (2 listed)
- Newly graduated nurses on medical leave exceeding three months or those in a non-working status during the study period, including maternity leave, sick leave, or vacation.
- Nurses with a recent history of major traumatic events leading to mental debilitation or psychological trauma.
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 |
|---|---|---|
| The Ethics and Moral Course based on the Ashridge training modelBased on the three-stage characteristics of the Ashridge training model, the developed the content of this ethics course. (1) Discrete stage (within 3 months of employment): This stage aims to initially cultivate the professional identity of new nurses, stimulating humanistic awareness. It primarily involves self-study, supplemented by instructor supervision and implicit positive guidance. (2) Integrated stage (4-6 months of employment): This stage combines professional identity with actual work, enhancing humanistic care abilities in practice. It emphasizes mutual sharing between instructors and new nurses, utilizing diverse training methods to promote experience and reflection. (3) Cumulative stage (7-12 months of employment): This stage develops critical thinking and ethical problem-solving abilities. It focuses on assessing comprehensive abilities in complex nursing situations, providing feedback on the teaching plan, and evaluating training effectiveness. | Other | Intervention group |
Primary outcome
Professional Calling
Time frame: Within 7 days after the completion of the training program
Evaluation was conducted using the Professional Calling Scale. This scale consists of 12 items and is a unidimensional scale. It uses a Likert 5-point scale, ranging from 1 (strongly disagree) to 5 (strongly agree), resulting in a total score range of 12 to 60, with higher scores indicating a stronger sense of professional calling.
Professional Benefits
Time frame: Within 7 days after the completion of the training program
Evaluation was conducted using the Nurse Professional Benefits Scale. This scale comprises 29 items across five dimensions: Positive Professional Perception (5 items), Family and Friends' Recognition (7 items), Team Belongingness (5 items), Good Nurse-Patient Relationship (6 items), and Personal Growth (6 items). It uses a Likert 5-point scale, ranging from 1 (strongly disagree) to 5 (strongly agree), with a total score range of 29 to 145. Higher scores indicate a higher level of professional benefits for nurses.
Humanistic Caring Ability
Time frame: Within 7 days after the completion of the training program
Evaluation was conducted using the Nursing Students' Humanistic Caring Ability Scale. This scale consists of 45 items across eight dimensions: Instilling Beliefs and Hope (9 items), Humanitarian Altruistic Values (6 items), Health Education (7 items), Promoting Emotional Communication (5 items), Scientifically Solving Health Problems (4 items), Assisting in Meeting Basic Needs (4 items), Helping Solve to Difficulties (5 items), and Providing a Good Environment (5 items). It uses a Likert 5-point scale, with positive items scored from 4 (completely agree) to 0 (completely disagree), and 10 reverse-scored items from 0 (completely agree) to 4 (completely disagree), providing a total score range of 0 to 180. Higher scores indicate stronger humanistic caring abilities.
2 secondary outcomes
Theoretical Knowledge and Practical Skills, and Scenario Simulation Exam Scores
Time frame: During the last seven days of the training program
Qualitative Research
Time frame: Within 7 days after the completion of the training program
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 25 Sep 2025.
- Background: PubMed 24989716Missen K, McKenna L, Beauchamp A. Satisfaction of newly graduated nurses enrolled in transition-to-practice programmes in their first year of employment: a systematic review. J Adv Nurs. 2014 Nov;70(11):2419-33. doi: 10.1111/jan.12464. Epub 2014 Jul 2.
- Background: PubMed 31829113Cavanagh N, Cockett G, Heinrich C, Doig L, Fiest K, Guichon JR, Page S, Mitchell I, Doig CJ. Compassion fatigue in healthcare providers: A systematic review and meta-analysis. Nurs Ethics. 2020 May;27(3):639-665. doi: 10.1177/0969733019889400. Epub 2019 Dec 12.
- Background: PubMed 33724088Reebals C, Wood T, Markaki A. Transition to Practice for New Nurse Graduates: Barriers and Mitigating Strategies. West J Nurs Res. 2022 Apr;44(4):416-429. doi: 10.1177/0193945921997925. Epub 2021 Mar 16.
- Background: PubMed 35068206Hallaran AJ, Edge DS, Almost J, Tregunno D. New Nurses' Perceptions on Transition to Practice: A Thematic Analysis. Can J Nurs Res. 2023 Mar;55(1):126-136. doi: 10.1177/08445621221074872. Epub 2022 Jan 24.
- Background: PubMed 34288742Rattanasirivilai P, Shirodkar AL. A study of the role and educational needs of ophthalmic specialist nurses. Br J Nurs. 2021 Jul 22;30(14):858-864. doi: 10.12968/bjon.2021.30.14.858.
- Background: PubMed 30975034Haahr A, Norlyk A, Martinsen B, Dreyer P. Nurses experiences of ethical dilemmas: A review. Nurs Ethics. 2020 Feb;27(1):258-272. doi: 10.1177/0969733019832941. Epub 2019 Apr 11.
- Results publicationHuang Y. An Empirical Study on Evaluation of Humanistic Caring Ability of Nursing Undergraduates. Master, Fujian Medical University, 2007.
- Results publicationHu J. Study on Conceptual Framework and Evaluation Tool of Nurse's Perceived Professional Benefits. Master, Second Military Medical University, 2013.
- Results publicationDobrow SR and Tosti-Kharas J. Calling: The development of a scale measure. Personnel Psychology 2011; 64: 1001-1049.
- Results publicationZhou Y. Research on the Relationship between Career Calling, Career Commitment and Career Success. Master, Jilin University, 2013.
- Individual participant dataSharing planned: No
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 The Ethics and Moral Course based on the Ashridge training model in people with Professional Sense of Mission and Professional Benefit Perception, run by Eye & ENT Hospital of Fudan University at 1 site in China.
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 2 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 25 Sep 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 China. 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?
Professional Calling (time frame: Within 7 days after the completion of the training program). The study lists 3 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 NCT07193238, which also lists 10 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 25 Sep 2025.