Narrative EthicsNCT05290909
The Effectiveness of Blended and Problem-based Learning to Improve the Competence of Geriatric Nursing Students
A study testing The protocol of blended and problem-based learning and The traditional problem-oriented teaching model in people with Narrative Ethics, run by National Taipei University of Nursing and Health Sciences at 1 site in Taiwan.
Trial summary
Medical ecology is a highly uncertain and high-pressure environment. Nurses must use their thinking to make critical judgments and decisions in a short time. Since the outbreak of the Covid-19 epidemic, many universities have produced a lot of innovative inf teaching styles. Read more about this study
- Who is it for?
- Ages 20 years and olderHealthy volunteers can take part
- Conditions the study is for
- Narrative Ethics
- What is being tested?
- The protocol of blended and problem-based learning and The traditional problem-oriented teaching model
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 100 participants
- Where
- 1 siteTaiwan
- Study dates
- 15 Feb 2022to 31 Jul 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 20 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- The research object of this project will be the students in the nursing class of a university (third year students), and the students who have taken 2 credits each of " Profession and Ethics"in two working class.
Who cannot join
- Students that have selected " Profession and Ethics" but do not wish to participate in this study
Trial locations and contacts
1 site in 1 country.
Taiwan1 site, 1 recruiting
- Recruiting
National Taipei University of Nursing and Health Sciences
Taipei, Taipei City, 112303
Chia-Jung Hsieh, PhD, +886(2)2822-7101 ext. 3135, chiajung@ntunhs.edu.tw
Yi-Zhu Wang, BSN, +886(2)2822-7101 ext. 3135, reslisa127@gmail.com
About this study
Official title: The Effectiveness of Blended and Problem-based Learning to Improve the Geriatric Nursing of Critical Thinking and Ethical Competence Among Nursing Students
Medical ecology is a highly uncertain and high-pressure environment. Nurses must use their thinking to make critical judgments and decisions in a short time. Since the outbreak of the Covid-19 epidemic, many universities have produced a lot of innovative inf teaching styles. With the reduction of budget and the evaluation of teaching quality, the blended learning model is gradually being valued by educators.
The aims of this study are to establish a teaching model that applies blended learning and problem-oriented teaching, and to explore the association and effectiveness of critical thinking and ethical competence of research subjects after this intervention in which shortens the gap in learning and practicing for increasing clinical nursing capabilities.
Read the detailed description
Medical ecology is a highly uncertain and high-pressure environment. Nurses must use their thinking to make critical judgments and decisions in a short time. Since the outbreak of the Covid-19 epidemic, many universities have produced a lot of innovative inf teaching styles. With the reduction of budget and the evaluation of teaching quality, the blended learning model is gradually being valued by educators.
The aims of this study are to establish a teaching model that applies blended learning and problem-oriented teaching, and to explore the association and effectiveness of critical thinking and ethical competence of research subjects after this intervention in which shortens the gap in learning and practicing for increasing clinical nursing capabilities.
After the implementation of this protocol, the participants would increase the critical thinking and ethical competence of nursing students in geriatric nursing. Also, the teacher can self-review the teaching effect and analyze the actual situation of the students in the construction of ethical competency as a teaching reference to improve or revise teaching strategies.
- Conditions
- Narrative Ethics
- Being tested
- The protocol of blended and problem-based learning, The traditional problem-oriented teaching model
- Keywords
- Nursing students, blended model, problem-based learning, critical thinking, ethical competence
- Medical subject headings
- Narration
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
The protocol of blended and problem-based learningOther
Also called The experimental group will accept the protocol of blended and problem-based learning in the professional ethics course, 2 hours /per week, for 18 weeks
The protocol of blended and problem-based learnin: The online platforms used in this research are the school's iLMS platform, online digital learning, and online opinion exchange platform. It will use online resources (Google, open educational resources, YouTube copyrighted medical micro-movies, and audio-visual materials), and the theme will be elderly care or emerging Multimedia resources on infectious themes, as well as real-time interaction with kahoot or Slido electronic whiteboards, will be uploaded to the office3655The One website. Drive is provided by the school (the school account is used to store course resources) and the system of digital theoretical course concepts in advance. Broadcasting, video (such as: values and conflicts; ethics and morality; patient rights and responsibilities; nurses' rights and responsibilities; ethical theory; basic ethical principles; ethical dilemmas and ethical decision-making; etc.), pre-recorded and stored on the Internet Road platform iLMS.
The traditional problem-oriented teaching modelOther
Also called The control group will accept the traditional problem-oriented teaching model in the professional ethics course, 2 hours /per week, for 18 weeks
The traditional problem-oriented teaching model: There will be two PBL case introductions throughout the semester, with face-to-face teaching in physical classrooms.
| Study group | Role | What they receive |
|---|---|---|
| The protocol of blended and problem-based learning | Experimental | The experimental group will accept the protocol of blended and problem-based learning in the professional ethics course, 2 hours /per week, for 18 weeks Receives: Other: The protocol of blended and problem-based learning |
| The traditional problem-oriented teaching model | Active comparator | The control group will accept the traditional problem-oriented teaching model in the professional ethics course, 2 hours /per week, for 18 weeks Receives: Other: The traditional problem-oriented teaching model |
What is being measured
The primary outcome is the main question the study is designed to answer.
The Critical Thinking Disposition Inventory(CTDI-CV)
This scale is a scale commonly used in education to evaluate critical thinking assessments. There are 18 items in total. The overall internal consistency and retest stability coefficient both exceed 0.8. It has good reliability and validity. The total score ranges from 18 to 108, with higher scores indicating greater critical thinking ability.
Measured: Baseline (T0)
Moral distress scale
This scale is the earliest measurement tool developed in the United States. It can effectively quantify the degree of moral distress generated by nurses when performing care activities. There are 11 questions in total. It can be used to simultaneously measure the frequency of incidents of moral and ethical distress during work and the range of scores. On a scale of 1 (never) to 5 (always), it is also possible to further assess the density of subjects faced with ethically distressing events, with scores ranging from 1 (never) to 5 (many), and when the two are multiplied, which is expressed as the degree of moral and ethical distress. The lower the score, the lower the moral and ethical distress experienced by the nurse in the experience of clinical practice, but the higher the score, the more painful the feelings caused by the moral and ethical distress. higher.
Measured: Baseline (T0)
Nurses' Moral Courage Scale，NMCS
This scale is mainly used to measure the moral courage of clinical nurses' self-assessment. The scale consists of four dimensions and 21 items. They were: ethics (7 items), commitment to good patient care (5 items), compassion and genuine presence with patients (5 items), and ethical responsibility (4 items). Using the Likert 5-point scoring method, "completely disagrees with me" is 1 point, "somewhat disagrees with me" is 2 points, "somewhat agrees with me" is 3 points, "somewhat agrees with me" is 4 points, and "meets me" is 5 points. "Completely agree" is 5 points, and the total scale is 21 to 105 points. The higher the score, the greater the moral courage of the nurse.
Measured: Baseline (T0)
The Critical Thinking Disposition Inventory(CTDI-CV)
This scale is a scale commonly used in education to evaluate critical thinking assessments. There are 18 items in total. The overall internal consistency and retest stability coefficient both exceed 0.8. It has good reliability and validity. The total score ranges from 18 to 108, with higher scores indicating greater critical thinking ability.
Measured: eighteen weeks after intervention(T1)
Moral distress scale
This scale is the earliest measurement tool developed in the United States. It can effectively quantify the degree of moral distress generated by nurses when performing care activities. There are 11 questions in total. It can be used to simultaneously measure the frequency of incidents of moral and ethical distress during work and the range of scores. On a scale of 1 (never) to 5 (always), it is also possible to further assess the density of subjects faced with ethically distressing events, with scores ranging from 1 (never) to 5 (many), and when the two are multiplied, which is expressed as the degree of moral and ethical distress. The lower the score, the lower the moral and ethical distress experienced by the nurse in the experience of clinical practice, but the higher the score, the more painful the feelings caused by the moral and ethical distress. higher.
Measured: eighteen weeks after intervention(T1)
Nurses' Moral Courage Scale，NMCS
This scale is mainly used to measure the moral courage of clinical nurses' self-assessment. The scale consists of four dimensions and 21 items. They were: ethics (7 items), commitment to good patient care (5 items), compassion and genuine presence with patients (5 items), and ethical responsibility (4 items). Using the Likert 5-point scoring method, "completely disagrees with me" is 1 point, "somewhat disagrees with me" is 2 points, "somewhat agrees with me" is 3 points, "somewhat agrees with me" is 4 points, and "meets me" is 5 points. "Completely agree" is 5 points, and the total scale is 21 to 105 points. The higher the score, the greater the moral courage of the nurse.
Measured: eighteen weeks after intervention(T1)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted22 Mar 2022
- Study start15 Feb 2022
- Primary completion5 Jan 2023 (estimated)
- Study completion31 Jul 2023 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (17)Papers the sponsor has linked to this study.
- Other trials for Narrative EthicsStudies 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
- Masking
- Double blind
- Who is masked
- Participant, Outcomes assessor
- Enrolment
- 100 participants (estimated)
Sponsor and investigators
- Lead sponsor
- National Taipei University of Nursing and Health Sciences
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Chia Jung Hsieh, National Taipei University of Nursing and Health Sciences
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05290909
- Sponsor's protocol ID
- FJU-IRB C110071
- Status last verified
- Mar 2022
- First submitted
- 12 Mar 2022
- Last updated
- 22 Mar 2022
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Corley MC, Elswick RK, Gorman M, Clor T. Development and evaluation of a moral distress scale. J Adv Nurs. 2001 Jan;33(2):250-6. doi: 10.1046/j.1365-2648.2001.01658.x.
PubMed 11168709Elrggal ME, Karami NA, Rafea B, Alahmadi L, Al Shehri A, Alamoudi R, Koshak H, Alkahtani S, Cheema E. Evaluation of preparedness of healthcare student volunteers against Middle East respiratory syndrome coronavirus (MERS-CoV) in Makkah, Saudi Arabia: a cross-sectional study. Z Gesundh Wiss. 2018;26(6):607-612. doi: 10.1007/s10389-018-0917-5. Epub 2018 Apr 14.
PubMed 30533343Han Y, Yang H. The transmission and diagnosis of 2019 novel coronavirus infection disease (COVID-19): A Chinese perspective. J Med Virol. 2020 Jun;92(6):639-644. doi: 10.1002/jmv.25749. Epub 2020 Mar 12.
PubMed 32141619Hayter M, Jackson D. Pre-registration undergraduate nurses and the COVID-19 pandemic: Students or workers? J Clin Nurs. 2020 Sep;29(17-18):3115-3116. doi: 10.1111/jocn.15317. Epub 2020 May 19. No abstract available.
PubMed 32369639Hernandez-Martinez A, Rodriguez-Almagro J, Martinez-Arce A, Romero-Blanco C, Garcia-Iglesias JJ, Gomez-Salgado J. Nursing students' experience and training in healthcare aid during the COVID-19 pandemic in Spain. J Clin Nurs. 2021 Feb 15:10.1111/jocn.15706. doi: 10.1111/jocn.15706. Online ahead of print.
PubMed 33590573Hwang SY, Yen M, Lee BO, Huang MC, Tseng HF. A critical thinking disposition scale for nurses: short form. J Clin Nurs. 2010 Nov;19(21-22):3171-6. doi: 10.1111/j.1365-2702.2010.03343.x. Epub 2010 Sep 8.
PubMed 21040020Jackson D, Bradbury-Jones C, Baptiste D, Gelling L, Morin K, Neville S, Smith GD. Life in the pandemic: Some reflections on nursing in the context of COVID-19. J Clin Nurs. 2020 Jul;29(13-14):2041-2043. doi: 10.1111/jocn.15257. Epub 2020 Apr 12. No abstract available.
PubMed 32281185Khodaveisi M, Oshvandi K, Bashirian S, Khazaei S, Gillespie M, Masoumi SZ, Mohammadi F. Moral courage, moral sensitivity and safe nursing care in nurses caring of patients with COVID-19. Nurs Open. 2021 Nov;8(6):3538-3546. doi: 10.1002/nop2.903. Epub 2021 May 4.
PubMed 33945661Liu Y, Yan LM, Wan L, Xiang TX, Le A, Liu JM, Peiris M, Poon LLM, Zhang W. Viral dynamics in mild and severe cases of COVID-19. Lancet Infect Dis. 2020 Jun;20(6):656-657. doi: 10.1016/S1473-3099(20)30232-2. Epub 2020 Mar 19. No abstract available.
PubMed 32199493Robertson DW. Ethical theory, ethnography, and differences between doctors and nurses in approaches to patient care. J Med Ethics. 1996 Oct;22(5):292-9. doi: 10.1136/jme.22.5.292.
PubMed 8910782Strang P, Martinsson L, Bergstrom J, Lundstrom S. COVID-19: Symptoms in Dying Residents of Nursing Homes and in Those Admitted to Hospitals. J Palliat Med. 2021 Jul;24(7):1067-1071. doi: 10.1089/jpm.2020.0688. Epub 2021 Mar 5.
PubMed 33667124Swift A, Banks L, Baleswaran A, Cooke N, Little C, McGrath L, Meechan-Rogers R, Neve A, Rees H, Tomlinson A, Williams G. COVID-19 and student nurses: A view from England. J Clin Nurs. 2020 Sep;29(17-18):3111-3114. doi: 10.1111/jocn.15298. Epub 2020 May 15. No abstract available.
PubMed 32298512Tuijt R, Frost R, Wilcock J, Robinson L, Manthorpe J, Rait G, Walters K. Life under lockdown and social restrictions - the experiences of people living with dementia and their carers during the COVID-19 pandemic in England. BMC Geriatr. 2021 May 10;21(1):301. doi: 10.1186/s12877-021-02257-z.
PubMed 33971847van der Dam S, Abma TA, Kardol MJ, Widdershoven GA. "Here's my dilemma". Moral case deliberation as a platform for discussing everyday ethics in elderly care. Health Care Anal. 2012 Sep;20(3):250-67. doi: 10.1007/s10728-011-0185-9.
PubMed 21809142Whitehead BR, Torossian E. Older Adults' Experience of the COVID-19 Pandemic: A Mixed-Methods Analysis of Stresses and Joys. Gerontologist. 2021 Jan 21;61(1):36-47. doi: 10.1093/geront/gnaa126.
PubMed 32886764
Study at a glance
From the registry record, last updated by the sponsor on 22 Mar 2022. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effectiveness of Blended and Problem-based Learning to Improve the Geriatric Nursing of Critical Thinking and Ethical Competence Among Nursing Students
- ClinicalTrials.gov ID
- NCT05290909
- Acronym / sponsor ID
- FJU-IRB C110071
- Conditions
- Narrative Ethics
- Keywords
- Nursing students, blended model, problem-based learning, critical thinking, ethical competence
- Study type
- Interventional
- Recruitment status
- Unknown status
- Enrolment
- 100 participants (estimated)
- Lead sponsor
- National Taipei University of Nursing and Health SciencesUniversity, hospital or other
- Study start
- 15 Feb 2022 (actual)
- Primary completion
- 5 Jan 2023 (estimated)
- Study completion
- 31 Jul 2023 (estimated)
- First posted
- 22 Mar 2022 (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.
Medical ecology is a highly uncertain and high-pressure environment. Nurses must use their thinking to make critical judgments and decisions in a short time. Since the outbreak of the Covid-19 epidemic, many universities have produced a lot of innovative inf teaching styles. With the reduction of budget and the evaluation of teaching quality, the blended learning model is gradually being valued by educators.
The aims of this study are to establish a teaching model that applies blended learning and problem-oriented teaching, and to explore the association and effectiveness of critical thinking and ethical competence of research subjects after this intervention in which shortens the gap in learning and practicing for increasing clinical nursing capabilities.
Detailed description
Medical ecology is a highly uncertain and high-pressure environment. Nurses must use their thinking to make critical judgments and decisions in a short time. Since the outbreak of the Covid-19 epidemic, many universities have produced a lot of innovative inf teaching styles. With the reduction of budget and the evaluation of teaching quality, the blended learning model is gradually being valued by educators.
The aims of this study are to establish a teaching model that applies blended learning and problem-oriented teaching, and to explore the association and effectiveness of critical thinking and ethical competence of research subjects after this intervention in which shortens the gap in learning and practicing for increasing clinical nursing capabilities.
After the implementation of this protocol, the participants would increase the critical thinking and ethical competence of nursing students in geriatric nursing. Also, the teacher can self-review the teaching effect and analyze the actual situation of the students in the construction of ethical competency as a teaching reference to improve or revise teaching strategies.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| The protocol of blended and problem-based learning | Experimental | Other: The protocol of blended and problem-based learningThe experimental group will accept the protocol of blended and problem-based learning in the professional ethics course, 2 hours /per week, for 18 weeks |
| The traditional problem-oriented teaching model | Active comparator | Other: The traditional problem-oriented teaching modelThe control group will accept the traditional problem-oriented teaching model in the professional ethics course, 2 hours /per week, for 18 weeks |
Who may qualify
- Ages
- 20 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- The research object of this project will be the students in the nursing class of a university (third year students), and the students who have taken 2 credits each of " Profession and Ethics"in two working class.
Key exclusion criteria (1 listed)
- Students that have selected " Profession and Ethics" but do not wish to participate in this study
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 protocol of blended and problem-based learningAlso: The experimental group will accept the protocol of blended and problem-based learning in the professional ethics course, 2 hours /per week, for 18 weeksThe protocol of blended and problem-based learnin: The online platforms used in this research are the school's iLMS platform, online digital learning, and online opinion exchange platform. It will use online resources (Google, open educational resources, YouTube copyrighted medical micro-movies, and audio-visual materials), and the theme will be elderly care or emerging Multimedia resources on infectious themes, as well as real-time interaction with kahoot or Slido electronic whiteboards, will be uploaded to the office3655The One website. Drive is provided by the school (the school account is used to store course resources) and the system of digital theoretical course concepts in advance. Broadcasting, video (such as: values and conflicts; ethics and morality; patient rights and responsibilities; nurses' rights and responsibilities; ethical theory; basic ethical principles; ethical dilemmas and ethical decision-making; etc.), pre-recorded and stored on the Internet Road platform iLMS. | Other | The protocol of blended and problem-based learning |
| The traditional problem-oriented teaching modelAlso: The control group will accept the traditional problem-oriented teaching model in the professional ethics course, 2 hours /per week, for 18 weeksThe traditional problem-oriented teaching model: There will be two PBL case introductions throughout the semester, with face-to-face teaching in physical classrooms. | Other | The traditional problem-oriented teaching model |
Primary outcome
The Critical Thinking Disposition Inventory(CTDI-CV)
Time frame: Baseline (T0)
This scale is a scale commonly used in education to evaluate critical thinking assessments. There are 18 items in total. The overall internal consistency and retest stability coefficient both exceed 0.8. It has good reliability and validity. The total score ranges from 18 to 108, with higher scores indicating greater critical thinking ability.
Moral distress scale
Time frame: Baseline (T0)
This scale is the earliest measurement tool developed in the United States. It can effectively quantify the degree of moral distress generated by nurses when performing care activities. There are 11 questions in total. It can be used to simultaneously measure the frequency of incidents of moral and ethical distress during work and the range of scores. On a scale of 1 (never) to 5 (always), it is also possible to further assess the density of subjects faced with ethically distressing events, with scores ranging from 1 (never) to 5 (many), and when the two are multiplied, which is expressed as the degree of moral and ethical distress. The lower the score, the lower the moral and ethical distress experienced by the nurse in the experience of clinical practice, but the higher the score, the more painful the feelings caused by the moral and ethical distress. higher.
Nurses' Moral Courage Scale，NMCS
Time frame: Baseline (T0)
This scale is mainly used to measure the moral courage of clinical nurses' self-assessment. The scale consists of four dimensions and 21 items. They were: ethics (7 items), commitment to good patient care (5 items), compassion and genuine presence with patients (5 items), and ethical responsibility (4 items). Using the Likert 5-point scoring method, "completely disagrees with me" is 1 point, "somewhat disagrees with me" is 2 points, "somewhat agrees with me" is 3 points, "somewhat agrees with me" is 4 points, and "meets me" is 5 points. "Completely agree" is 5 points, and the total scale is 21 to 105 points. The higher the score, the greater the moral courage of the nurse.
The Critical Thinking Disposition Inventory(CTDI-CV)
Time frame: eighteen weeks after intervention(T1)
This scale is a scale commonly used in education to evaluate critical thinking assessments. There are 18 items in total. The overall internal consistency and retest stability coefficient both exceed 0.8. It has good reliability and validity. The total score ranges from 18 to 108, with higher scores indicating greater critical thinking ability.
Moral distress scale
Time frame: eighteen weeks after intervention(T1)
This scale is the earliest measurement tool developed in the United States. It can effectively quantify the degree of moral distress generated by nurses when performing care activities. There are 11 questions in total. It can be used to simultaneously measure the frequency of incidents of moral and ethical distress during work and the range of scores. On a scale of 1 (never) to 5 (always), it is also possible to further assess the density of subjects faced with ethically distressing events, with scores ranging from 1 (never) to 5 (many), and when the two are multiplied, which is expressed as the degree of moral and ethical distress. The lower the score, the lower the moral and ethical distress experienced by the nurse in the experience of clinical practice, but the higher the score, the more painful the feelings caused by the moral and ethical distress. higher.
Nurses' Moral Courage Scale，NMCS
Time frame: eighteen weeks after intervention(T1)
This scale is mainly used to measure the moral courage of clinical nurses' self-assessment. The scale consists of four dimensions and 21 items. They were: ethics (7 items), commitment to good patient care (5 items), compassion and genuine presence with patients (5 items), and ethical responsibility (4 items). Using the Likert 5-point scoring method, "completely disagrees with me" is 1 point, "somewhat disagrees with me" is 2 points, "somewhat agrees with me" is 3 points, "somewhat agrees with me" is 4 points, and "meets me" is 5 points. "Completely agree" is 5 points, and the total scale is 21 to 105 points. The higher the score, the greater the moral courage of the nurse.
Results and safety
Results are not available in the source record.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 22 Mar 2022.
- Results publication: PubMed 11168709Corley MC, Elswick RK, Gorman M, Clor T. Development and evaluation of a moral distress scale. J Adv Nurs. 2001 Jan;33(2):250-6. doi: 10.1046/j.1365-2648.2001.01658.x.
- Results publication: PubMed 30533343Elrggal ME, Karami NA, Rafea B, Alahmadi L, Al Shehri A, Alamoudi R, Koshak H, Alkahtani S, Cheema E. Evaluation of preparedness of healthcare student volunteers against Middle East respiratory syndrome coronavirus (MERS-CoV) in Makkah, Saudi Arabia: a cross-sectional study. Z Gesundh Wiss. 2018;26(6):607-612. doi: 10.1007/s10389-018-0917-5. Epub 2018 Apr 14.
- Results publication: PubMed 32141619Han Y, Yang H. The transmission and diagnosis of 2019 novel coronavirus infection disease (COVID-19): A Chinese perspective. J Med Virol. 2020 Jun;92(6):639-644. doi: 10.1002/jmv.25749. Epub 2020 Mar 12.
- Results publication: PubMed 32369639Hayter M, Jackson D. Pre-registration undergraduate nurses and the COVID-19 pandemic: Students or workers? J Clin Nurs. 2020 Sep;29(17-18):3115-3116. doi: 10.1111/jocn.15317. Epub 2020 May 19. No abstract available.
- Results publication: PubMed 33590573Hernandez-Martinez A, Rodriguez-Almagro J, Martinez-Arce A, Romero-Blanco C, Garcia-Iglesias JJ, Gomez-Salgado J. Nursing students' experience and training in healthcare aid during the COVID-19 pandemic in Spain. J Clin Nurs. 2021 Feb 15:10.1111/jocn.15706. doi: 10.1111/jocn.15706. Online ahead of print.
- Results publication: PubMed 21040020Hwang SY, Yen M, Lee BO, Huang MC, Tseng HF. A critical thinking disposition scale for nurses: short form. J Clin Nurs. 2010 Nov;19(21-22):3171-6. doi: 10.1111/j.1365-2702.2010.03343.x. Epub 2010 Sep 8.
- Results publication: PubMed 32281185Jackson D, Bradbury-Jones C, Baptiste D, Gelling L, Morin K, Neville S, Smith GD. Life in the pandemic: Some reflections on nursing in the context of COVID-19. J Clin Nurs. 2020 Jul;29(13-14):2041-2043. doi: 10.1111/jocn.15257. Epub 2020 Apr 12. No abstract available.
- Results publication: PubMed 33945661Khodaveisi M, Oshvandi K, Bashirian S, Khazaei S, Gillespie M, Masoumi SZ, Mohammadi F. Moral courage, moral sensitivity and safe nursing care in nurses caring of patients with COVID-19. Nurs Open. 2021 Nov;8(6):3538-3546. doi: 10.1002/nop2.903. Epub 2021 May 4.
- Results publication: PubMed 32199493Liu Y, Yan LM, Wan L, Xiang TX, Le A, Liu JM, Peiris M, Poon LLM, Zhang W. Viral dynamics in mild and severe cases of COVID-19. Lancet Infect Dis. 2020 Jun;20(6):656-657. doi: 10.1016/S1473-3099(20)30232-2. Epub 2020 Mar 19. No abstract available.
- Results publication: PubMed 8910782Robertson DW. Ethical theory, ethnography, and differences between doctors and nurses in approaches to patient care. J Med Ethics. 1996 Oct;22(5):292-9. doi: 10.1136/jme.22.5.292.
- Results publication: PubMed 33667124Strang P, Martinsson L, Bergstrom J, Lundstrom S. COVID-19: Symptoms in Dying Residents of Nursing Homes and in Those Admitted to Hospitals. J Palliat Med. 2021 Jul;24(7):1067-1071. doi: 10.1089/jpm.2020.0688. Epub 2021 Mar 5.
- Results publication: PubMed 32298512Swift A, Banks L, Baleswaran A, Cooke N, Little C, McGrath L, Meechan-Rogers R, Neve A, Rees H, Tomlinson A, Williams G. COVID-19 and student nurses: A view from England. J Clin Nurs. 2020 Sep;29(17-18):3111-3114. doi: 10.1111/jocn.15298. Epub 2020 May 15. No abstract available.
- 6 blended learning models: When blended learning is what's up for successful students.Link provided by the sponsor.
- 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.
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 protocol of blended and problem-based learning and The traditional problem-oriented teaching model in people with Narrative Ethics, run by National Taipei University of Nursing and Health Sciences 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 1 inclusion and 1 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: status not confirmed, as of the sponsor's last update on 22 Mar 2022. 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?
Results are not available in the source record.
How can a doctor refer a patient or contact the research team?
Contact Chia-Jung Hsieh, PhD (+886(2)2822-7101 ext. 3135, chiajung@ntunhs.edu.tw), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
The Critical Thinking Disposition Inventory(CTDI-CV) (time frame: Baseline (T0)). The study lists 6 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 NCT05290909, which also lists 17 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 22 Mar 2022.