Pediatric NursingNursingNCT07304609
"Effect of LEGO® Serious Play® Trauma-Informed Care Training on Nursing Students
A study testing LEGO® Serious Play® in people with Pediatric Nursing, run by Ankara Medipol University at 1 site in Turkey (Türkiye).
Trial summary
Hospitalization can have traumatic effects on children and their families, highlighting the importance of trauma-informed care in pediatric nursing. Post-hospitalization trauma, anxiety, and depression are frequently observed in both children and parents, negatively affecting health outcomes and treatment adherence. Read more about this study
- Who is it for?
- Ages 18 years and older
- Conditions the study is for
- Pediatric Nursing
- What is being tested?
- LEGO® Serious Play®
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 76 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 11 Dec 2025to 30 May 2026
- 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
- No healthy volunteers
- Adult, Older adult
Who may be able to join
- Volunteering to participate in the study
- Being enrolled in the Turkish program of the Nursing Department, Faculty of Health Sciences, Ankara Medipol University
- Taking the Pediatric Health and Diseases Nursing course in the Fall semester of the 2025-2026 academic year
Who cannot join
- Not volunteering to participate in the study
- Being unable to actively participate in the implementation process
- Incomplete completion of data collection instruments
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Effects of Lego® Serious Play® for Teach the Trauma Informed Care on the Trauma Informed Care Knowledge, Self Confidence and Satisfaction on Nursing Students
Hospitalization can have traumatic effects on children and their families, highlighting the importance of trauma-informed care in pediatric nursing. Post-hospitalization trauma, anxiety, and depression are frequently observed in both children and parents, negatively affecting health outcomes and treatment adherence. Since trauma-informed care requires a child- and family-centered, safe, and sensitive approach, educating nursing students on this topic is essential. However, this training is often insufficient in nursing curricula, and its abstract and emotionally challenging nature may hinder students' learning. In this context, the LEGO® Serious Play® method, which helps concretize abstract experiences and supports interactive learning, may serve as an effective educational tool. This study aims to evaluate the effects of trauma-informed pediatric care education delivered through the LSP method on nursing students' knowledge, self-confidence, and satisfaction.
Read the detailed description
Hospitalization is a stressful and traumatic experience for children and their families. Although most children recover physically after hospitalization, many develop psychological problems such as depression, anxiety, and post-traumatic stress. Recent studies indicate that traumatic experiences related to childhood hospitalization are highly prevalent and influence long-term health outcomes. In the systematic review conducted by Stanzel and Sierau (2021), it was found that 13% of pediatric patients exhibited symptoms consistent with post-traumatic stress disorder and 6-8% showed symptoms of depression or anxiety following hospitalization and medical procedures. In the study by Tang et al. (2025), the prevalence of post-traumatic stress in children after hospitalization ranged between 13% and 84.6%, with medical procedures, child-related factors, and the family environment identified as risk factors.
Hospitalization negatively affects treatment adherence in children due to pediatric medical traumatic stress and also leaves traumatic effects on parents. In the study by Terp and Sjöström (2017), it was determined that parents vividly remembered their child's hospitalization even two years later and continued to experience strong feelings of helplessness and fear. The study emphasized that parents who witnessed their child's struggle for life experienced more severe trauma, which led to post-traumatic stress symptoms. In the study by Stremler et al. (2017), 24% of parents of hospitalized children experienced severe anxiety, 51% experienced major depression, and 26% had significant difficulties in decision-making.
The traumatic effects of illness and hospitalization on children and their families have led to increased emphasis on "trauma-informed pediatric care" in pediatric nursing. Trauma-informed pediatric care is based on assessing trauma in every clinical encounter with children and their families. This approach is defined as recognizing the widespread effects of trauma on individuals, identifying trauma symptoms in patients, families, healthcare professionals, and others within the system, integrating this knowledge into policies, procedures, and practices, and preventing re-traumatization. Trauma-informed care is a comprehensive approach grounded in principles of safety, transparency and trustworthiness, peer support, collaboration, empowerment, and cultural sensitivity. Given the profound effects of trauma on children and families, it is essential for pediatric nurses to adopt and implement a trauma-informed pediatric care approach that centers on the trauma experienced by the child and family, the emotional support they need, and their specific needs.
Healthcare professionals should improve their knowledge, attitudes, and skills regarding trauma-informed care. One way to achieve this is through the integration of trauma-informed pediatric care into pediatric nursing curricula. However, most nursing programs do not systematically incorporate this training into their curricula. Furthermore, because trauma-informed care often involves abstract and emotionally intense concepts, it may lead to resistance, avoidance, or superficial learning among students. Therefore, it is important to use interactive and innovative methods in the teaching process that support students' emotional safety and facilitate the expression of their thoughts. One such method is LEGO® SERIOUS PLAY® (LSP).
LEGO® SERIOUS PLAY® (LSP) is a facilitation method initially designed for strategic planning and development and later applied in various fields such as education and research. This method involves participants building models with LEGO® bricks under the guidance of a facilitator, using these models to externalize abstract ideas and experiences, and then sharing the stories of their models with the group. The process typically begins with warm-up activities, followed by participants creating individual models, sharing their stories, and collaboratively developing shared meanings through group models. In this respect, LSP is an effective pedagogical tool that promotes reflective thinking, supports creative exploration, and enables participants to develop new perspectives based on their own knowledge and experiences.
The literature indicates that LSP is a suitable method for the education of nursing students who frequently encounter complex clinical situations. This method has been reported to increase knowledge levels, enhance analytical and reflective thinking skills, promote resilience, and improve self-confidence. In the study conducted by Hayes and Graham (2019) with nursing students, LSP was found to help students think deeply and clearly interpret their learning journey. In the study by McCusker (2019), the use of metaphors such as LSP in education was found to help overcome cultural and traditional barriers, foster understanding and appreciation, and allow for interaction among different ideas and perspectives.
There is no study in the literature in which trauma-informed pediatric nursing care has been taught to nursing students using the LSP method. This study aims to evaluate the effects of trauma-informed pediatric care taught using the LSP method on the knowledge, self-confidence, and satisfaction levels of nursing students taking a pediatric nursing course. By doing so, it seeks to address an important gap in the literature by demonstrating the effectiveness of the LSP method in teaching trauma-informed pediatric care in nursing education.
- Conditions
- Pediatric Nursing
- Being tested
- LEGO® Serious Play®
- Keywords
- trauma informed care, nursing, student, education, Serious Play
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
LEGO® Serious Play®Other
Participants learn trauma-informed care principles and different developmental stages in a hands-on way by designing hospital models with LEGO® bricks. Unlike traditional teaching methods, this approach aims to enhance participants' creativity, engagement, and learning motivation."
| Study group | Role | What they receive |
|---|---|---|
| LEGO® Serious Play | Experimental | One week after participants received a one-hour theoretical standard training, trauma-informed care was applied using the LEGO® Serious Play® method. Participants learn trauma-informed care principles and different developmental stages in a hands-on way by designing hospital models with LEGO® bricks. Unlike traditional teaching methods, this approach aims to enhance participants' creativity, engagement, and learning motivation. Receives: Other: LEGO® Serious Play® |
| Standard Training | No intervention | Participants received only a one-hour theoretical standard training about trauma-informed care. |
What is being measured
The primary outcome is the main question the study is designed to answer.
TIC Provider Survey
This form based on research findings on post-traumatic stress following traumatic medical events in children. The survey consists of 38 items and includes five categories: 1) knowledge about trauma-informed pediatric care (11 items); 2) attitudes and beliefs about trauma-informed pediatric care (6 items); 3) self-efficacy (10 items); 4) trauma-informed care practices (7 items); and 5) perceived barriers to implementing trauma-informed care (4 items). Items assessing knowledge, attitudes, self-efficacy, and perceived barriers were evaluated using 3- or 4-point Likert-type scales appropriate to each category; for example, potential barriers were rated as "not a barrier," "somewhat a barrier," or "significant barrier." Cronbach's alpha values were found to be in the moderate to excellent range for knowledge (0.66), attitude. Higher score indicates a higher level of trauma-informed care knowledge.
Measured: 2 weeks
Student Satisfaction and Self-Confidence in Learning Scale
This scales Cronbach's alpha value was found to be 0.94 for the satisfaction subscale and 0.87 for the self-confidence subscale. The scale consists of two subscales: "Satisfaction with Current Learning" (5 items) and "Self-Confidence in Learning" (7 items), with items rated on a 5-point Likert scale. The total score is obtained by summing the responses to each item of the scale and dividing by the number of items. The minimum score is 1 and the maximum score is 5. A higher score indicates greater satisfaction and higher self-confidence.
Measured: 2 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted26 Dec 2025
- Study start11 Dec 2025
- Primary completion25 Dec 2025
- Study completion30 May 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (27)Papers the sponsor has linked to this study.
- Other trials for Pediatric NursingStudies 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
- LEGO® SERIOUS PLAY, education
- Masking
- Double blind
- Who is masked
- Participant, Outcomes assessor
- Enrolment
- 76 participants (actual)
Sponsor and investigators
- Lead sponsor
- Ankara Medipol University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Tutku KIRÇI TEMİZ, Ankara Medipol University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07304609
- Sponsor's protocol ID
- AnkaraMedipolU-SBF-TKT-01
- Acronym
- Nursing
- Status last verified
- Oct 2026
- First submitted
- 12 Dec 2025
- Last updated
- 30 Oct 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Data sharing carries the potential to compromise the privacy of participants; therefore, due to ethical responsibility, only anonymized and aggregate data will be published.
Publications
Unver V, Basak T, Watts P, Gaioso V, Moss J, Tastan S, Iyigun E, Tosun N. The reliability and validity of three questionnaires: The Student Satisfaction and Self-Confidence in Learning Scale, Simulation Design Scale, and Educational Practices Questionnaire. Contemp Nurse. 2017 Feb;53(1):60-74. doi: 10.1080/10376178.2017.1282319. Epub 2017 Feb 10.
PubMed 2808490026. Jeffries PR, Rizzolo MA. Designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: a national, multi-site, multi-method study. New York, NY: National League for Nursing; 2006.
Kassam-Adams N, Rzucidlo S, Campbell M, Good G, Bonifacio E, Slouf K, Schneider S, McKenna C, Hanson CA, Grather D. Nurses' views and current practice of trauma-informed pediatric nursing care. J Pediatr Nurs. 2015 May-Jun;30(3):478-84. doi: 10.1016/j.pedn.2014.11.008. Epub 2014 Dec 3.
PubMed 2548186324. Kocatepe V, Uslu Y, Unver V, Kayış A, Karabacak U, Aksoy ME. Comparison of the effects of the in situ simulation and simulated clinical immersion methods on cancer nursing students' extravasation management: Randomized controlled trial. Izmir Democracy University Health Sciences Journal - IDUHES. 2023;6(2):348-359. doi:10.52538/iduhes.1327570
23. McCusker S. Everybody's monkey is important: LEGO® Serious Play® as a methodology for enabling equality of voice within diverse groups. Int J Res Method Educ. 2019:1-17. doi:10.1080/1743727X.2019.1621831.
22. Hayes C, Graham Y. Understanding the building of professional identities with the LEGO® SERIOUS PLAY® method using situational mapping and analysis. High Educ Ski Work Learn. 2019;10(1):99-112. doi:10.1108/HESWBL-05-2019-0069.
21. Seifert T, Tseng W. Disadvantaged college students in Taiwan. J Coll Stud Dev. 2017;58(3):264-82.
Thomas A, Lubarsky S, Durning SJ, Young ME. Knowledge Syntheses in Medical Education: Demystifying Scoping Reviews. Acad Med. 2017 Feb;92(2):161-166. doi: 10.1097/ACM.0000000000001452.
PubMed 27782918Warburton T, Brown J, Sandars J. The use of LEGO(R) SERIOUS PLAY(R) within nurse education: A scoping review. Nurse Educ Today. 2022 Nov;118:105528. doi: 10.1016/j.nedt.2022.105528. Epub 2022 Sep 2.
PubMed 36084451Pfeiffer KM, Grabbe L. An approach to trauma-informed education in prelicensure nursing curricula. Nurs Forum. 2022 Jul;57(4):658-664. doi: 10.1111/nuf.12726. Epub 2022 Apr 24.
PubMed 35462412Cannon LM, Coolidge EM, LeGierse J, Moskowitz Y, Buckley C, Chapin E, Warren M, Kuzma EK. Trauma-informed education: Creating and pilot testing a nursing curriculum on trauma-informed care. Nurse Educ Today. 2020 Feb;85:104256. doi: 10.1016/j.nedt.2019.104256. Epub 2019 Nov 1.
PubMed 31759240Loutfy A, Elzeiny A, Alkubati SA, El-Monshed AH, Zoromba MA, Van Belkum C, Mohamed FSA. Undergraduate nursing students' perspectives of trauma-informed care in pediatric nursing: A cross-sectional Egyptian study. J Pediatr Nurs. 2025 Jan-Feb;80:e127-e135. doi: 10.1016/j.pedn.2024.12.002. Epub 2024 Dec 13.
PubMed 39674704Marsac ML, Kassam-Adams N, Hildenbrand AK, Nicholls E, Winston FK, Leff SS, Fein J. Implementing a Trauma-Informed Approach in Pediatric Health Care Networks. JAMA Pediatr. 2016 Jan;170(1):70-7. doi: 10.1001/jamapediatrics.2015.2206.
PubMed 2657103214. Aktan N, Kwong J, Robinson M, Porter S, Rawlins L, Dorsen C. Trauma-informed educational practices: An educational innovation for graduate nursing students. OJIN Online J Issues Nurs. 2023;28(1). doi:10.3912/OJIN.Vol28No01Man02.
13. Wassink Stigter R, Kooijmans R, Asselman MW, Offerman ECP, Nelen W, Helmond P. Facilitators and barriers in the implementation of trauma-informed approaches in schools: a scoping review. Sch Ment Health. 2022;14(3). doi:10.1007/s12310-021-09496-w.
Study at a glance
From the registry record, last updated by the sponsor on 30 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effects of Lego® Serious Play® for Teach the Trauma Informed Care on the Trauma Informed Care Knowledge, Self Confidence and Satisfaction on Nursing Students
- ClinicalTrials.gov ID
- NCT07304609
- Acronym / sponsor ID
- Nursing / AnkaraMedipolU-SBF-TKT-01
- Conditions
- Pediatric Nursing
- Keywords
- trauma informed care, nursing, student, education, Serious Play
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 76 participants (actual)
- Lead sponsor
- Ankara Medipol UniversityUniversity, hospital or other
- Study start
- 11 Dec 2025 (actual)
- Primary completion
- 25 Dec 2025 (actual)
- Study completion
- 30 May 2026 (actual)
- First posted
- 26 Dec 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.
Hospitalization can have traumatic effects on children and their families, highlighting the importance of trauma-informed care in pediatric nursing. Post-hospitalization trauma, anxiety, and depression are frequently observed in both children and parents, negatively affecting health outcomes and treatment adherence. Since trauma-informed care requires a child- and family-centered, safe, and sensitive approach, educating nursing students on this topic is essential. However, this training is often insufficient in nursing curricula, and its abstract and emotionally challenging nature may hinder students' learning. In this context, the LEGO® Serious Play® method, which helps concretize abstract experiences and supports interactive learning, may serve as an effective educational tool. This study aims to evaluate the effects of trauma-informed pediatric care education delivered through the LSP method on nursing students' knowledge, self-confidence, and satisfaction.
Detailed description
Hospitalization is a stressful and traumatic experience for children and their families. Although most children recover physically after hospitalization, many develop psychological problems such as depression, anxiety, and post-traumatic stress. Recent studies indicate that traumatic experiences related to childhood hospitalization are highly prevalent and influence long-term health outcomes. In the systematic review conducted by Stanzel and Sierau (2021), it was found that 13% of pediatric patients exhibited symptoms consistent with post-traumatic stress disorder and 6-8% showed symptoms of depression or anxiety following hospitalization and medical procedures. In the study by Tang et al. (2025), the prevalence of post-traumatic stress in children after hospitalization ranged between 13% and 84.6%, with medical procedures, child-related factors, and the family environment identified as risk factors.
Hospitalization negatively affects treatment adherence in children due to pediatric medical traumatic stress and also leaves traumatic effects on parents. In the study by Terp and Sjöström (2017), it was determined that parents vividly remembered their child's hospitalization even two years later and continued to experience strong feelings of helplessness and fear. The study emphasized that parents who witnessed their child's struggle for life experienced more severe trauma, which led to post-traumatic stress symptoms. In the study by Stremler et al. (2017), 24% of parents of hospitalized children experienced severe anxiety, 51% experienced major depression, and 26% had significant difficulties in decision-making.
The traumatic effects of illness and hospitalization on children and their families have led to increased emphasis on "trauma-informed pediatric care" in pediatric nursing. Trauma-informed pediatric care is based on assessing trauma in every clinical encounter with children and their families. This approach is defined as recognizing the widespread effects of trauma on individuals, identifying trauma symptoms in patients, families, healthcare professionals, and others within the system, integrating this knowledge into policies, procedures, and practices, and preventing re-traumatization. Trauma-informed care is a comprehensive approach grounded in principles of safety, transparency and trustworthiness, peer support, collaboration, empowerment, and cultural sensitivity. Given the profound effects of trauma on children and families, it is essential for pediatric nurses to adopt and implement a trauma-informed pediatric care approach that centers on the trauma experienced by the child and family, the emotional support they need, and their specific needs.
Healthcare professionals should improve their knowledge, attitudes, and skills regarding trauma-informed care. One way to achieve this is through the integration of trauma-informed pediatric care into pediatric nursing curricula. However, most nursing programs do not systematically incorporate this training into their curricula. Furthermore, because trauma-informed care often involves abstract and emotionally intense concepts, it may lead to resistance, avoidance, or superficial learning among students. Therefore, it is important to use interactive and innovative methods in the teaching process that support students' emotional safety and facilitate the expression of their thoughts. One such method is LEGO® SERIOUS PLAY® (LSP).
LEGO® SERIOUS PLAY® (LSP) is a facilitation method initially designed for strategic planning and development and later applied in various fields such as education and research. This method involves participants building models with LEGO® bricks under the guidance of a facilitator, using these models to externalize abstract ideas and experiences, and then sharing the stories of their models with the group. The process typically begins with warm-up activities, followed by participants creating individual models, sharing their stories, and collaboratively developing shared meanings through group models. In this respect, LSP is an effective pedagogical tool that promotes reflective thinking, supports creative exploration, and enables participants to develop new perspectives based on their own knowledge and experiences.
The literature indicates that LSP is a suitable method for the education of nursing students who frequently encounter complex clinical situations. This method has been reported to increase knowledge levels, enhance analytical and reflective thinking skills, promote resilience, and improve self-confidence. In the study conducted by Hayes and Graham (2019) with nursing students, LSP was found to help students think deeply and clearly interpret their learning journey. In the study by McCusker (2019), the use of metaphors such as LSP in education was found to help overcome cultural and traditional barriers, foster understanding and appreciation, and allow for interaction among different ideas and perspectives.
There is no study in the literature in which trauma-informed pediatric nursing care has been taught to nursing students using the LSP method. This study aims to evaluate the effects of trauma-informed pediatric care taught using the LSP method on the knowledge, self-confidence, and satisfaction levels of nursing students taking a pediatric nursing course. By doing so, it seeks to address an important gap in the literature by demonstrating the effectiveness of the LSP method in teaching trauma-informed pediatric care in nursing education.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, outcomes assessor)
- Number of arms
- 2
- Model description
- LEGO® SERIOUS PLAY, education
| Arm | Type | Receives |
|---|---|---|
| LEGO® Serious Play | Experimental | Other: LEGO® Serious Play®One week after participants received a one-hour theoretical standard training, trauma-informed care was applied using the LEGO® Serious Play® method. Participants learn trauma-informed care principles and different developmental stages in a hands-on way by designing hospital models with LEGO® bricks. Unlike traditional teaching methods, this approach aims to enhance participants' creativity, engagement, and learning motivation. |
| Standard Training | No intervention | –Participants received only a one-hour theoretical standard training about trauma-informed care. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- Volunteering to participate in the study
- Being enrolled in the Turkish program of the Nursing Department, Faculty of Health Sciences, Ankara Medipol University
- Taking the Pediatric Health and Diseases Nursing course in the Fall semester of the 2025-2026 academic year
Key exclusion criteria (3 listed)
- Not volunteering to participate in the study
- Being unable to actively participate in the implementation process
- Incomplete completion of data collection instruments
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 |
|---|---|---|
| LEGO® Serious Play®Participants learn trauma-informed care principles and different developmental stages in a hands-on way by designing hospital models with LEGO® bricks. Unlike traditional teaching methods, this approach aims to enhance participants' creativity, engagement, and learning motivation." | Other | LEGO® Serious Play |
Primary outcome
TIC Provider Survey
Time frame: 2 weeks
This form based on research findings on post-traumatic stress following traumatic medical events in children. The survey consists of 38 items and includes five categories: 1) knowledge about trauma-informed pediatric care (11 items); 2) attitudes and beliefs about trauma-informed pediatric care (6 items); 3) self-efficacy (10 items); 4) trauma-informed care practices (7 items); and 5) perceived barriers to implementing trauma-informed care (4 items). Items assessing knowledge, attitudes, self-efficacy, and perceived barriers were evaluated using 3- or 4-point Likert-type scales appropriate to each category; for example, potential barriers were rated as "not a barrier," "somewhat a barrier," or "significant barrier." Cronbach's alpha values were found to be in the moderate to excellent range for knowledge (0.66), attitude. Higher score indicates a higher level of trauma-informed care knowledge.
Student Satisfaction and Self-Confidence in Learning Scale
Time frame: 2 weeks
This scales Cronbach's alpha value was found to be 0.94 for the satisfaction subscale and 0.87 for the self-confidence subscale. The scale consists of two subscales: "Satisfaction with Current Learning" (5 items) and "Self-Confidence in Learning" (7 items), with items rated on a 5-point Likert scale. The total score is obtained by summing the responses to each item of the scale and dividing by the number of items. The minimum score is 1 and the maximum score is 5. A higher score indicates greater satisfaction and higher self-confidence.
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 Oct 2026.
- Background: PubMed 28084900Unver V, Basak T, Watts P, Gaioso V, Moss J, Tastan S, Iyigun E, Tosun N. The reliability and validity of three questionnaires: The Student Satisfaction and Self-Confidence in Learning Scale, Simulation Design Scale, and Educational Practices Questionnaire. Contemp Nurse. 2017 Feb;53(1):60-74. doi: 10.1080/10376178.2017.1282319. Epub 2017 Feb 10.
- Background26. Jeffries PR, Rizzolo MA. Designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: a national, multi-site, multi-method study. New York, NY: National League for Nursing; 2006.
- Background: PubMed 25481863Kassam-Adams N, Rzucidlo S, Campbell M, Good G, Bonifacio E, Slouf K, Schneider S, McKenna C, Hanson CA, Grather D. Nurses' views and current practice of trauma-informed pediatric nursing care. J Pediatr Nurs. 2015 May-Jun;30(3):478-84. doi: 10.1016/j.pedn.2014.11.008. Epub 2014 Dec 3.
- Background24. Kocatepe V, Uslu Y, Unver V, Kayış A, Karabacak U, Aksoy ME. Comparison of the effects of the in situ simulation and simulated clinical immersion methods on cancer nursing students' extravasation management: Randomized controlled trial. Izmir Democracy University Health Sciences Journal - IDUHES. 2023;6(2):348-359. doi:10.52538/iduhes.1327570
- Background23. McCusker S. Everybody's monkey is important: LEGO® Serious Play® as a methodology for enabling equality of voice within diverse groups. Int J Res Method Educ. 2019:1-17. doi:10.1080/1743727X.2019.1621831.
- Background22. Hayes C, Graham Y. Understanding the building of professional identities with the LEGO® SERIOUS PLAY® method using situational mapping and analysis. High Educ Ski Work Learn. 2019;10(1):99-112. doi:10.1108/HESWBL-05-2019-0069.
- Background21. Seifert T, Tseng W. Disadvantaged college students in Taiwan. J Coll Stud Dev. 2017;58(3):264-82.
- Background: PubMed 27782918Thomas A, Lubarsky S, Durning SJ, Young ME. Knowledge Syntheses in Medical Education: Demystifying Scoping Reviews. Acad Med. 2017 Feb;92(2):161-166. doi: 10.1097/ACM.0000000000001452.
- Background: PubMed 36084451Warburton T, Brown J, Sandars J. The use of LEGO(R) SERIOUS PLAY(R) within nurse education: A scoping review. Nurse Educ Today. 2022 Nov;118:105528. doi: 10.1016/j.nedt.2022.105528. Epub 2022 Sep 2.
- Background: PubMed 35462412Pfeiffer KM, Grabbe L. An approach to trauma-informed education in prelicensure nursing curricula. Nurs Forum. 2022 Jul;57(4):658-664. doi: 10.1111/nuf.12726. Epub 2022 Apr 24.
- Background: PubMed 31759240Cannon LM, Coolidge EM, LeGierse J, Moskowitz Y, Buckley C, Chapin E, Warren M, Kuzma EK. Trauma-informed education: Creating and pilot testing a nursing curriculum on trauma-informed care. Nurse Educ Today. 2020 Feb;85:104256. doi: 10.1016/j.nedt.2019.104256. Epub 2019 Nov 1.
- Background: PubMed 39674704Loutfy A, Elzeiny A, Alkubati SA, El-Monshed AH, Zoromba MA, Van Belkum C, Mohamed FSA. Undergraduate nursing students' perspectives of trauma-informed care in pediatric nursing: A cross-sectional Egyptian study. J Pediatr Nurs. 2025 Jan-Feb;80:e127-e135. doi: 10.1016/j.pedn.2024.12.002. Epub 2024 Dec 13.
- Individual participant dataSharing planned: No. Data sharing carries the potential to compromise the privacy of participants; therefore, due to ethical responsibility, only anonymized and aggregate data will be published.
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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 LEGO® Serious Play® in people with Pediatric Nursing, run by Ankara Medipol University at 1 site in Turkey (Türkiye).
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 3 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 Oct 2026. 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 Turkey (Türkiye). 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?
TIC Provider Survey (time frame: 2 weeks). The study lists 2 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 NCT07304609, which also lists 27 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 30 Oct 2026.