Effects of Video-recorded Role-play and Guided Reflection on Nursing Student Empathy, Caring Behavior, and Competence
NCT ID: NCT05482984
Last Updated: 2022-08-01
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
72 participants
INTERVENTIONAL
2022-02-01
2022-06-30
Brief Summary
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Detailed Description
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Setting: The experiment was conducted at a college in northern Taiwan. Participants: First-year nursing students from medical schools in Taiwan participated in our study.
Methods: Data were collected between March and May 2022. The learning method used with the intervention group was role-playing with videos and guided reflection. The control group was exposed to classroom lectures without video-recorded role-play and guided reflection. Empathy, caring behaviour, and competence were measured using the Jefferson Scale of Empathy- Healthcare Providers, the Caring Behaviours Scale, and the Nursing Student Competence Scale.
Conditions
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Study Design
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NON_RANDOMIZED
PARALLEL
OTHER
NONE
Study Groups
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Lectures with video-recorded role-play and guided reflection
The learning method used with the intervention group was role-playing with videos and guided reflection.
video-recorded role-play and guided reflection
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 without video-recorded role-play and guided reflection
The control group was exposed to classroom lectures without video-recorded role-play and guided reflection.
No interventions assigned to this group
Interventions
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video-recorded role-play and guided reflection
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.
Eligibility Criteria
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Inclusion Criteria
* (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.
Exclusion Criteria
18 Years
ALL
Yes
Sponsors
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Mackay Medical College
OTHER
Responsible Party
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Chin-Tsung Shen
Researchers
Principal Investigators
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Sheng-Miauh Huang, PhD
Role: PRINCIPAL_INVESTIGATOR
Mackay Medical College
Locations
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Department of Nursing
New Taipei City, , Taiwan
Countries
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Other Identifiers
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21MMHIS315e
Identifier Type: -
Identifier Source: org_study_id
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