Effects of Video-recorded Role-play and Guided Reflection on Nursing Student Empathy, Caring Behavior, and Competence

NCT05482984 | Completed

• 1 other identifier: 21MMHIS315e
• Study Type: interventional
• Target: 72
• Locations: 1 country
• Sites: 1

Brief Summary

Objectives: To examine the differences in nursing student empathy, caring behaviour, and competence between the experimental and control groups before and after educational intervention, and to predict the factors affecting their core competencies.

Conditions

Competence

Keywords

empathy; caring behavior; nursing competence; role play; reflection

Outcome Measures

Primary Outcomes (1)

• Change from Nursing Student Competence Scale

  The Nursing Student Competence Scale was used to measure students' nursing competence (Huang et al., 2022). Total scale scores ranged from 30 to 150. Higher scores indicate better nursing competence.

  Baseline data were collected 1 week prior to the intervention study. The second data were collected 1 week after the implementation of the intervention and up to 2 weeks.

Secondary Outcomes (2)

• Change from Jefferson Scale of Empathy- Healthcare Providers

  Baseline data were collected 1 week prior to the intervention study. The second data were collected 1 week after the implementation of the intervention and up to 2 weeks.

• Change from Caring Behaviours Scale

  Baseline data were collected 1 week prior to the intervention study. The second data were collected 1 week after the implementation of the intervention and up to 2 weeks.

Study Arms (2)

Lectures with video-recorded role-play and guided reflection

EXPERIMENTAL

The learning method used with the intervention group was role-playing with videos and guided reflection.

Other: video-recorded role-play and guided reflection

Lectures without video-recorded role-play and guided reflection

NO INTERVENTION

The control group was exposed to classroom lectures without video-recorded role-play and guided reflection.

Interventions

video-recorded role-play and guided reflection OTHER

The experimental group was divided into 6 teams. Before the course, the teacher in charge and each group developed six scenarios: restraint, suicidal intent, respiratory distress, chronic heart failure, medication refusal, and accidental amputation. The researcher guided each group to write scripts about the clinical situations (30 minutes), create role-play videos (50 minutes), and share literature that was helpful in understanding this context (30 minutes). Each student played a role in the filming process. The final film was viewed by all the students during class. Each live class session was 50 minutes in length, with one session per week for 6 weeks. All students were asked to attend six video-viewing sessions and participate in a reflective discussion.

Lectures with video-recorded role-play and guided reflection

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• (1) Students who were first-year nursing students at college,
• (2) could communicate using Mandarin or Taiwanese,
• (3) were willing to participate in this study and agreed to cooperate with the completion of the questionnaire.

You may not qualify if:

• deafness or a diagnosis of cognitive disorder according to various information sources, such as school health information and notification from parents.

Sponsors & Collaborators

• Mackay Medical College: lead

Study Sites (1)

Department of Nursing

New Taipei City, Taiwan

Location

Study Officials

• Sheng-Miauh Huang, PhD

  Mackay Medical College

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Researchers

Model Details: The investigators used a two-group pretest and post-test quasi-experimental design.

Study Record Dates

• First Submitted: July 16, 2022
• First Posted: August 1, 2022
• Study Start: February 1, 2022
• Primary Completion: June 30, 2022
• Study Completion: June 30, 2022
• Last Updated: August 1, 2022

Record last verified: 2022-07

Data Sharing

• IPD Sharing: Will not share

Locations

TW (1)