InterventionNCT06650020
The Impact of Synchronous Online Learning on the Theoretical Training of New Paediatric Nurses
A study testing synchronous online learning and the traditional offline model of centralized training in people with Intervention, run by Children's Hospital of Fudan University at 1 site in China.
Trial summary
To examine the impact of synchronous online learning on the effectiveness of theoretical training and self-efficacy among newly graduated pediatric nurses.We carried out a Prospective randomized controlled trial.The sample comprised 45 newly graduated pediatric nurses randomly assigned to an experimental cohort group… Read more about this study
- Who is it for?
- Ages 20 to 24 yearsHealthy volunteers can take part
- Conditions the study is for
- Intervention
- What is being tested?
- synchronous online learning and the traditional offline model of centralized training
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 45 participants
- Where
- 1 siteChina
- Study dates
- 1 Jan 2022to 31 Dec 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 20 to 24 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- Novice pediatric nurses
- Continued engagement in full-time nursing studies;
- Successful completion of pre-employment training evaluation at the hospital.
Who cannot join
- Inability to complete all specified training modules;
- Unwillingness to participate in the study.
Trial locations and contacts
1 site in 1 country.
China1 site
Children's Hospital of Fudan University
Shanghai, Shanghai Municipality, 200032
About this study
Official title: The Impact of Synchronous Online Learning on the Theoretical Training of New Paediatric Nurses: A Prospective Randomized Trial
To examine the impact of synchronous online learning on the effectiveness of theoretical training and self-efficacy among newly graduated pediatric nurses.We carried out a Prospective randomized controlled trial.The sample comprised 45 newly graduated pediatric nurses randomly assigned to an experimental cohort group or a cohort group.The control group underwent traditional face-to-face teaching, whereas the experimental group engaged in synchronous online learning.Comparative analysis encompassed the test score from post-session 10-minute assessments, evaluations conducted after one week, and those after one month, alongside their academic self-efficacy scores.
Read the detailed description
Aims To examine the impact of synchronous online learning on the effectiveness of theoretical training and self-efficacy among newly graduated pediatric nurses.
Design Prospective randomized controlled trial. Methods The sample comprised 45 newly graduated pediatric nurses randomly assigned to an experimental cohort group or a cohort group.The control group underwent traditional face-to-face teaching, whereas the experimental group engaged in synchronous online learning.Comparative analysis encompassed the test score from post-session 10-minute assessments, evaluations conducted after one week, and those after one month, alongside their academic self-efficacy scores.
- Conditions
- Intervention
- Being tested
- synchronous online learning, the traditional offline model of centralized training
- Keywords
- Synchronous online learning, Randomized controlled trial
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
synchronous online learningOther
Each participant in this cohort selected a suitable and peaceful learning environment, characterized by ample lighting and strong network connectivity. Equipped with laptops, participants logged into the Tencet conference software ten minutes prior to the session, entered their authentic names, completed the sign-in process five minutes before the course started, and kept their cameras activated throughout the session. During the instructional phase, both the teacher and control group were physically present. While the teacher instructed the control group, screen sharing through Tencet conference software allowed trainees in the experimental group to have clear visual access to instructional materials while audibly receiving instruction through microphones.
the traditional offline model of centralized trainingOther
The control group adhered to the traditional offline model of centralized training, which involved a training facility spanning 100 square meters and accommodating seating for 150 participants. The front section of the training room was equipped with various amenities, such as a projection screen, podium, computer, and microphone, all available for use by the instructors. Throughout the training period, the lecturer provided in-person instruction on-site, allowing trainees to engage in real-time interaction by raising their queries.
| Study group | Role | What they receive |
|---|---|---|
| the control group | Experimental | The control group adhered to the traditional offline model of centralized training Receives: Other: the traditional offline model of centralized training |
| synchronous online learning group | Experimental | The experimental group implemented an online training modality. Receives: Other: synchronous online learning |
What is being measured
The primary outcome is the main question the study is designed to answer.
Theoretical Evaluation Scores
The examination paper was an internally developed document, with the instructor independently formulating the topics relevant to the course. The content was carefully aligned with the course's instructional material and underwent rigorous review by the teaching team. Each unit of course content was accompanied by five corresponding questions, including two single-choice, two multiple-choice, and one judgement-based query. Overall, the examination comprised 60 questions, each worth 2 points, resulting in a total of 120 points.
Measured: The assessment occurred across multiple stages: the pre-class test, the 10-minute post-class test, one week, and one month.
Secondary outcomes (1)
Scores of Academic Self-efficacy
The evaluation questionnaire was divided into two domains: learning aptitude self-efficacy and learning behavioral self-efficacy, comprising a total of 22 test items. Learning aptitude self-efficacy refers to an individual's assessment and confidence in their ability to effectively navigate their studies, achieve commendable outcomes, and avoid academic shortcomings. On the other hand, learning behavioral self-efficacy focuses on an individual's evaluation and confidence in "relatively agree" earning 4 points, and "completely agree" earning 5 points. Within this structure, questions 14, 16, 17, and 20 are subject to reversed scoring. A higher cumulative score indicates increased academic self-efficacy. The combined total of the two dimensions represents the overall academic self-efficacy score. Similarly, a higher score indicates a heightened level of self-efficacy.
Measured: one month
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted21 Oct 2024
- Study start1 Jan 2022
- Primary completion31 Dec 2022
- Study completion31 Dec 2022
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for InterventionStudies of the same condition, open and under way.
- More trials run by Children's Hospital of Fudan UniversityThe sponsor's other registered studies.
- 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
- None (open label)
- Enrolment
- 45 participants (actual)
Sponsor and investigators
- Lead sponsor
- Children's Hospital of Fudan University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
- Investigators
- Xiaojing Hu, PhD, Principal investigator, Children's Hospital of Fudan University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06650020
- Sponsor's protocol ID
- 2024-528
- Status last verified
- Oct 2024
- First submitted
- 2 Jun 2024
- Last updated
- 21 Oct 2024
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Study at a glance
From the registry record, last updated by the sponsor on 21 Oct 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Impact of Synchronous Online Learning on the Theoretical Training of New Paediatric Nurses: A Prospective Randomized Trial
- ClinicalTrials.gov ID
- NCT06650020
- Acronym / sponsor ID
- 2024-528
- Conditions
- Intervention
- Keywords
- Synchronous online learning, Randomized controlled trial
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 45 participants (actual)
- Lead sponsor
- Children's Hospital of Fudan UniversityUniversity, hospital or other
- Study start
- 1 Jan 2022 (actual)
- Primary completion
- 31 Dec 2022 (actual)
- Study completion
- 31 Dec 2022 (actual)
- First posted
- 21 Oct 2024 (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.
To examine the impact of synchronous online learning on the effectiveness of theoretical training and self-efficacy among newly graduated pediatric nurses.We carried out a Prospective randomized controlled trial.The sample comprised 45 newly graduated pediatric nurses randomly assigned to an experimental cohort group or a cohort group.The control group underwent traditional face-to-face teaching, whereas the experimental group engaged in synchronous online learning.Comparative analysis encompassed the test score from post-session 10-minute assessments, evaluations conducted after one week, and those after one month, alongside their academic self-efficacy scores.
Detailed description
Aims To examine the impact of synchronous online learning on the effectiveness of theoretical training and self-efficacy among newly graduated pediatric nurses.
Design Prospective randomized controlled trial. Methods The sample comprised 45 newly graduated pediatric nurses randomly assigned to an experimental cohort group or a cohort group.The control group underwent traditional face-to-face teaching, whereas the experimental group engaged in synchronous online learning.Comparative analysis encompassed the test score from post-session 10-minute assessments, evaluations conducted after one week, and those after one month, alongside their academic self-efficacy scores.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| the control group | Experimental | Other: the traditional offline model of centralized trainingThe control group adhered to the traditional offline model of centralized training |
| synchronous online learning group | Experimental | Other: synchronous online learningThe experimental group implemented an online training modality. |
Who may qualify
- Ages
- 20 to 24 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (3 listed)
- Novice pediatric nurses
- Continued engagement in full-time nursing studies;
- Successful completion of pre-employment training evaluation at the hospital.
Key exclusion criteria (2 listed)
- Inability to complete all specified training modules;
- Unwillingness to participate in the 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 |
|---|---|---|
| synchronous online learningEach participant in this cohort selected a suitable and peaceful learning environment, characterized by ample lighting and strong network connectivity. Equipped with laptops, participants logged into the Tencet conference software ten minutes prior to the session, entered their authentic names, completed the sign-in process five minutes before the course started, and kept their cameras activated throughout the session. During the instructional phase, both the teacher and control group were physically present. While the teacher instructed the control group, screen sharing through Tencet conference software allowed trainees in the experimental group to have clear visual access to instructional materials while audibly receiving instruction through microphones. | Other | synchronous online learning group |
| the traditional offline model of centralized trainingThe control group adhered to the traditional offline model of centralized training, which involved a training facility spanning 100 square meters and accommodating seating for 150 participants. The front section of the training room was equipped with various amenities, such as a projection screen, podium, computer, and microphone, all available for use by the instructors. Throughout the training period, the lecturer provided in-person instruction on-site, allowing trainees to engage in real-time interaction by raising their queries. | Other | the control group |
Primary outcome
Theoretical Evaluation Scores
Time frame: The assessment occurred across multiple stages: the pre-class test, the 10-minute post-class test, one week, and one month.
The examination paper was an internally developed document, with the instructor independently formulating the topics relevant to the course. The content was carefully aligned with the course's instructional material and underwent rigorous review by the teaching team. Each unit of course content was accompanied by five corresponding questions, including two single-choice, two multiple-choice, and one judgement-based query. Overall, the examination comprised 60 questions, each worth 2 points, resulting in a total of 120 points.
1 secondary outcome
Scores of Academic Self-efficacy
Time frame: one month
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 21 Oct 2024.
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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.
Xiaojing Hu, PhD principal investigator
Children's Hospital of Fudan University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing synchronous online learning and the traditional offline model of centralized training in people with Intervention, run by Children's Hospital of Fudan University at 1 site in China.
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 2 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 21 Oct 2024. 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 China. 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?
Theoretical Evaluation Scores (time frame: The assessment occurred across multiple stages: the pre-class test, the 10-minute post-class test, one week, and one month.). 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 21 Oct 2024.