CompetenceNCT05482984
Effects of Video-recorded Role-play and Guided Reflection on Nursing Student Empathy, Caring Behavior, and Competence
A study testing video-recorded role-play and guided reflection in people with Competence, run by Mackay Medical College at 1 site in Taiwan.
Trial 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. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Competence
- What is being tested?
- video-recorded role-play and guided reflection
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 72 participants
- Where
- 1 siteTaiwan
- Study dates
- 1 Feb 2022to 30 Jun 2022
- 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
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- (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.
Who cannot join
- deafness or a diagnosis of cognitive disorder according to various information sources, such as school health information and notification from parents.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Effects of Video-recorded Role-play and Guided Reflection on Nursing Student Empathy, Caring Behavior, and Competence: A Two-group Pretest-posttest Study
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.
Read the detailed description
Design: The investigators used a two-group pretest and post-test quasi-experimental design.
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
- Competence
- Being tested
- video-recorded role-play and guided reflection
- Keywords
- empathy, caring behavior, nursing competence, role play, reflection
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
video-recorded role-play and guided reflectionOther
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.
| Study group | Role | What they receive |
|---|---|---|
| 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. Receives: 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. |
What is being measured
The primary outcome is the main question the study is designed to answer.
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.
Measured: 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
Empathy was measured using the Chinese version of the Jefferson Scale of Empathy- Healthcare Providers, developed based on a literature review (Cheng et al., 2011). Total scale scores ranged from 20 to 140. Higher scores indicate more positive empathy.
Measured: 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
The Caring Behaviours Scale, with 27 items, was used to measure students' caring behaviours (Lin, 2001; Pai et al., 2013). Total scale scores ranged from 27 to 108. Higher scores indicate a greater frequency of caring behaviors.
Measured: 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.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted1 Aug 2022
- Study start1 Feb 2022
- Primary completion30 Jun 2022
- Study completion30 Jun 2022
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for CompetenceStudies 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
- Non-randomised
- Intervention model
- Parallel groups
- Model description
- The investigators used a two-group pretest and post-test quasi-experimental design.
- Masking
- None (open label)
- Enrolment
- 72 participants (actual)
Sponsor and investigators
- Lead sponsor
- Mackay Medical College
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Chin-Tsung Shen, Mackay Medical College
- Investigators
- Sheng-Miauh Huang, PhD, Principal investigator, Mackay Medical College
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05482984
- Sponsor's protocol ID
- 21MMHIS315e
- Status last verified
- Jul 2022
- First submitted
- 16 Jul 2022
- Last updated
- 1 Aug 2022
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 1 Aug 2022. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effects of Video-recorded Role-play and Guided Reflection on Nursing Student Empathy, Caring Behavior, and Competence: A Two-group Pretest-posttest Study
- ClinicalTrials.gov ID
- NCT05482984
- Acronym / sponsor ID
- 21MMHIS315e
- Conditions
- Competence
- Keywords
- empathy, caring behavior, nursing competence, role play, reflection
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 72 participants (actual)
- Lead sponsor
- Mackay Medical CollegeUniversity, hospital or other
- Study start
- 1 Feb 2022 (actual)
- Primary completion
- 30 Jun 2022 (actual)
- Study completion
- 30 Jun 2022 (actual)
- First posted
- 1 Aug 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.
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.
Detailed description
Design: The investigators used a two-group pretest and post-test quasi-experimental design.
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.
Study design
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- The investigators used a two-group pretest and post-test quasi-experimental design.
| Arm | Type | Receives |
|---|---|---|
| Lectures with video-recorded role-play and guided reflection | Experimental | Other: video-recorded role-play and guided reflectionThe learning method used with the intervention group was role-playing with videos 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. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- (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.
Key exclusion criteria (1 listed)
- deafness or a diagnosis of cognitive disorder according to various information sources, such as school health information and notification from parents.
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 |
|---|---|---|
| video-recorded role-play and guided reflectionThe 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. | Other | Lectures with video-recorded role-play and guided reflection |
Primary outcome
Change from Nursing Student Competence Scale
Time frame: 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.
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.
2 secondary outcomes
Change from Jefferson Scale of Empathy- Healthcare Providers
Time frame: 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
Time frame: 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.
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 1 Aug 2022.
- Individual participant dataSharing planned: No
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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.
Sheng-Miauh Huang, PhD principal investigator
Mackay Medical College
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing video-recorded role-play and guided reflection in people with Competence, run by Mackay Medical College 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 3 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: finished, as of the sponsor's last update on 1 Aug 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?
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?
Change from Nursing Student Competence Scale (time frame: 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.). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
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 1 Aug 2022.