Nursing EducationNCT07009275
Game-Based 3D Simulation for Vital Signs Training in Nursing Education
A study testing The game-based simulation application developed using 3D animation technology in people with Nursing Education and Vital Signs, run by Kocaeli University at 1 site in Turkey (Türkiye).
Trial summary
This study aims to improve nursing students' skills in measuring vital signs using a 3D animation-based game simulation. Measuring vital signs is a key responsibility for nurses and requires both knowledge and hands-on practice. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Nursing Education, Vital Signs, Animation
- What is being tested?
- The game-based simulation application developed using 3D animation technology
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 73 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 25 Jan 2023to 10 Sep 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 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Being enrolled as a student in the Faculty of Nursing,
- Voluntarily agreeing to participate in the study,
- Not having previously received theoretical and practical training on vital signs,
- Not being an international student,
- Not having transferred to the Faculty of Nursing from other health sciences programs with different educational or assessment practices.
Who cannot join
- Not being enrolled in the Faculty of Nursing,
- Refusing to participate or withdrawing consent,
- Having prior theoretical or practical education related to vital signs,
- Being an international student,
- Having transferred from other health sciences programs that use different clinical or educational evaluation systems.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Development of Game-based Simulation Application With 3D Animation Technology for Vital Signs Measurement Skills in Nursing Education
This study aims to improve nursing students' skills in measuring vital signs using a 3D animation-based game simulation. Measuring vital signs is a key responsibility for nurses and requires both knowledge and hands-on practice. To help students learn without risking patient safety, we developed an educational game that uses 3D animation technology.
A total of 73 nursing students participated in this randomized controlled study. One group used the 3D game simulation, while the other group received traditional teaching. We compared students' test scores, their satisfaction with the learning method, and their confidence in what they learned.
Read the detailed description
The nursing profession is a discipline that requires competence in both cognitive and psychomotor skills in order to protect and improve the health of individuals and provide appropriate care in cases of illness [1]. In this context, the effective acquisition of psychomotor skills is considered to be one of the fundamental objectives of nursing education [2]. During the education process, students are expected to acquire many skills of varying degrees of difficulty and complexity and become proficient in their application [3]. Among these skills, the accurate assessment, measurement and monitoring of vital signs is one of the important responsibilities of nurses [4].
Any change in vital signs is an early indicator of changes in the patient's overall condition [5, 6]. Therefore, accurate and timely monitoring of vital signs and their effective use in the clinical decision-making process are of great importance for patient safety [7]. However, the relevant literature indicates that vital signs are not regularly and accurately monitored by nurses, and that the quality of monitoring is poor or not reported [8, 9]. So, these omissions in monitoring vital signs lead to an increase in preventable intensive care admissions and mortality rates [10].
Monitoring vital signs, which is critical for effective patient management in clinics, is often left to nursing students with basic knowledge [11]. However, due to the non-invasive nature of vital signs applications, students often perform these applications with minimal or no supervision from a clinical nurse educators or nurses [12]. A review of the literature reveals significant deficiencies in students' knowledge and application of vital signs [11-13]. It is critical that students perform the clinical skills they have acquired correctly and appropriately in order to improve patient safety and quality of care [14, 15]. Considering the importance of monitoring vital signs in a timely and accurate manner for the early identification of clinical deterioration, nursing students must be competent in vital signs assessment [12]. Therefore, it is necessary to use more effective and current learning methods in teaching vital signs.
At this point, the integration of innovative technologies into nursing education enables students to gain experience by repeating these applications without harming the patient and learning from their mistakes [16]. One of these technologies is a virtual game simulation obtained by transferring a real-life situation to the computer platform and gamifying it, which has just begun to be used in nursing education [15]. Recently, virtual gaming simulations have been increasingly used in nursing education to reduce some of the resource challenges of face-to-face simulation [17]. The objective of a virtual gaming simulation is to provide students with the opportunity to apply the concepts they have learned in a realistic scenario [18]. This practice enables students to actively participate in their own learning by its very nature [19]. The utilisation of virtual gaming simulations affords students the opportunity to receive prompt feedback, oversee their performance and conduct objective assessments [20]. Students are afforded the opportunity to repeat the game until they are satisfied with their performance [21]. Therefore, virtual game simulations contribute to the increase of students' academic achievement and skill performance [20]. At the same time, virtual gaming simulation as a teaching strategy enables students to participate in a realistic clinical scenario, reducing their anxiety and supporting their self-confidence [15, 22]. Because simulation offers students the opportunity to develop their nursing knowledge, clinical and psychomotor skills and clinical decision making levels in a simulated safe environment and over a long period of time before encountering real patients [17].
When reviewing the literature on nursing education, no research findings were found regarding the use of game-based virtual reality simulation applications for measurement skills related to vital signs. In this study, a game-based simulation application developed using 3D animation technology was designed to fill this gap and to enable nursing students to acquire vital signs measurement skills. We aimed to evaluate the effects of this application on students' academic achievement, satisfaction and self-confidence in learning. In this way, the aim is to provide an effective and technology-based teaching strategy that will increase patient safety in nursing education.
- Conditions
- Nursing Education, Vital Signs, Animation, Academic Acheivement, Satisfaction
- Being tested
- The game-based simulation application developed using 3D animation technology
- Keywords
- nursing education, vital signs, animation, academic acheivement, satisfaction
- Medical subject headings
- Personal Satisfaction
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
The game-based simulation application developed using 3D animation technologyOther
The intervention group consisted of students using the game-based simulation application developed using 3D animation technology, while the control group consisted of students using traditional learning methods.
| Study group | Role | What they receive |
|---|---|---|
| Intervention group | Experimental | The intervention group consisted of students using the game-based simulation application developed using 3D animation technology. Receives: Other: The game-based simulation application developed using 3D animation technology |
| Control group | No intervention | Not described |
What is being measured
The primary outcome is the main question the study is designed to answer.
Academic Achievement Test of Vital Sings Measurement Skills
The researchers developed the Academic Achievement Test of Vital Signs Measurement Skills to measure vital signs. The researchers first identified the gains that students should make in measuring vital signs. In line with the literature [6, 12, 13], five-choice multiple-choice questions were prepared covering the goals and behaviours determined for each outcome. A total of 58 questions, including 23 questions on blood pressure measurement skills, 12 questions on apical pressure measurement skills, 10 questions on body temperature measurement skills, 7 questions on pulse taking skills, and 6 questions on respiration counting skills, were submitted for expert opinion by email. The questions were rearranged according to the experts' feedback. The questions were administered to 303 nursing students and a pretest was conducted. Question items were analysed and validity and reliability analyses of the questions were performed. In the final stage, inappropriate questions were removed.
Measured: From enrollment to the end of implementation at 4 weeks
Secondary outcomes (1)
Student Satisfaction and Self-Confidence in Learning Scale
The original scale was developed by Jeffries and Rizzolo (2006) as 13 items, and the total number of items was reduced to 12 during its adaptation to Turkish. The scale is 5-point Likert type and consists of the sub-items 'satisfaction with current learning' and 'confidence in learning'. Satisfaction with current learning sub-item consists of 5 items, confidence in learning sub-item consists of 7 items, and there are no negative items. The Cronbach alpha value of the scale is 0.85 for 'satisfaction with current learning', 0.77 for 'confidence in learning' and 0.89 for the total scale. As the total score obtained from the scale increases, so does the student's satisfaction and confidence in learning.
Measured: From enrollment to the end of implementation at 4 weeks.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted6 Jun 2025
- Study start25 Jan 2023
- Primary completion12 May 2023
- Study completion10 Sep 2023
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (23)Papers the sponsor has linked to this study.
- Other trials for Nursing EducationStudies 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
- Model description
- A randomized controlled experimental design
- Masking
- Single blind
- Who is masked
- Investigator
- Enrolment
- 73 participants (actual)
Sponsor and investigators
- Lead sponsor
- Kocaeli University
- Sponsor type
- University, hospital or other
- Collaborators
- Sakarya Applied Sciences University
- Responsible party
- Principal investigator, Funda Erol, Kocaeli University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07009275
- Sponsor's protocol ID
- E-26428519-044-65435
- Status last verified
- May 2025
- First submitted
- 20 May 2025
- Last updated
- 6 Jun 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Yılmaz D, Çınar G. The effect of simulator use in blood pressure measurement training on nursing students' psychomotor skills. Sağlık ve Toplum Dergisi. 2020;20(1):104-10
Bayram SB, Caliskan N. The use of virtual reality simulations in nursing education, and patient safety. Contemporary Topics in Patient Safety-Volume 1: IntechOpen; 2020
Luctkar-Flude M, Tyerman J, Tregunno D, Bell C, Lalonde M, McParland T, et al. Designing a virtual simulation game as presimulation preparation for a respiratory distress simulation for senior nursing students: Usability, feasibility, and perceived impact on learning. Clinical Simulation in Nursing. 2021;52:35-42
Bayram ŞB, Çalışkan N. Using a game-based virtual reality application in psychomotor skills acquisition: An experience sharing Journal of Human Sciences. 2019;16(1):155-63
Verkuyl M, Hughes M. Virtual gaming simulation in nursing education: A mixed-methods study. Clinical Simulation in Nursing. 2019;29:9-14
Atthill S, Witmer D, Luctkar-Flude M, Tyerman J. Exploring the impact of a virtual asynchronous debriefing method after a virtual simulation game to support clinical decision-making. Clinical Simulation in Nursing. 2021;50:10-8
Şahin G, Başak T. Game-based learning in nursing education. Gümüşhane University Journal of Health Sciences. 2019;8(3):308-14
Mohammed QH. Knowledge and practices of nursing college student's regarding blood pressure measurement in Hospitals at Kirkuk City. Kufa Journal for Nursing Sciences. 2016;6(2):177-84
Özsaban A, Turan N, Beki Ç, Aşti T. The relationship between nurses' attitudes toward vital signs monitoring and emotional ıntelligence levels. Genel Tıp Dergisi. 2022;32(6):652-7
Kısacık ÖG, Gündoğan AÖ, Yılmaz E. Attitudes of Nurses and Nursing Students Towards Vital Signs: A Comparatıve Study. Journal of Nursing Effect. 2024;17(4):575-90
Gülnar E, Yılmaz ED, Özveren H. Hemşirelerin yaşam bulgularina ilişkin tutum ve uygulamalarinin belirlenmesi. Kırıkkale Üniversitesi Tıp Fakültesi Dergisi. 2020;22(3):377-85
Öztürk D, Göçmen Baykara Z. The effect of peer education on the teaching of nursing skills. Journal of Education and Research in Nursing. 2019;16(4):295-300
Foronda CL, Fernandez-Burgos M, Nadeau C, Kelley CN, Henry MN. Virtual Simulation in Nursing Education: A Systematic Review Spanning 1996 to 2018. Simul Healthc. 2020 Feb;15(1):46-54. doi: 10.1097/SIH.0000000000000411.
PubMed 32028447Ordu Y, Caliskan N. The effect of virtual game simulation on students' perception of nursing diagnosis and clinical practice: Post-test only randomized controlled trial. Nurse Educ Pract. 2023 Oct;72:103792. doi: 10.1016/j.nepr.2023.103792. Epub 2023 Sep 26.
PubMed 37769493Carrero-Planells A, Pol-Castaneda S, Alamillos-Guardiola MC, Prieto-Alomar A, Tomas-Sanchez M, Moreno-Mulet C. Students and teachers' satisfaction and perspectives on high-fidelity simulation for learning fundamental nursing procedures: A mixed-method study. Nurse Educ Today. 2021 Sep;104:104981. doi: 10.1016/j.nedt.2021.104981. Epub 2021 May 25.
PubMed 34062333
Study at a glance
From the registry record, last updated by the sponsor on 6 Jun 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Development of Game-based Simulation Application With 3D Animation Technology for Vital Signs Measurement Skills in Nursing Education
- ClinicalTrials.gov ID
- NCT07009275
- Acronym / sponsor ID
- E-26428519-044-65435
- Conditions
- Nursing Education, Vital Signs, Animation, Academic Acheivement, Satisfaction
- Keywords
- nursing education, vital signs, animation, academic acheivement, satisfaction
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 73 participants (actual)
- Lead sponsor
- Kocaeli UniversityUniversity, hospital or other
- Collaborators
- Sakarya Applied Sciences University
- Study start
- 25 Jan 2023 (actual)
- Primary completion
- 12 May 2023 (actual)
- Study completion
- 10 Sep 2023 (actual)
- First posted
- 6 Jun 2025 (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.
This study aims to improve nursing students' skills in measuring vital signs using a 3D animation-based game simulation. Measuring vital signs is a key responsibility for nurses and requires both knowledge and hands-on practice. To help students learn without risking patient safety, we developed an educational game that uses 3D animation technology.
A total of 73 nursing students participated in this randomized controlled study. One group used the 3D game simulation, while the other group received traditional teaching. We compared students' test scores, their satisfaction with the learning method, and their confidence in what they learned.
Detailed description
The nursing profession is a discipline that requires competence in both cognitive and psychomotor skills in order to protect and improve the health of individuals and provide appropriate care in cases of illness [1]. In this context, the effective acquisition of psychomotor skills is considered to be one of the fundamental objectives of nursing education [2]. During the education process, students are expected to acquire many skills of varying degrees of difficulty and complexity and become proficient in their application [3]. Among these skills, the accurate assessment, measurement and monitoring of vital signs is one of the important responsibilities of nurses [4].
Any change in vital signs is an early indicator of changes in the patient's overall condition [5, 6]. Therefore, accurate and timely monitoring of vital signs and their effective use in the clinical decision-making process are of great importance for patient safety [7]. However, the relevant literature indicates that vital signs are not regularly and accurately monitored by nurses, and that the quality of monitoring is poor or not reported [8, 9]. So, these omissions in monitoring vital signs lead to an increase in preventable intensive care admissions and mortality rates [10].
Monitoring vital signs, which is critical for effective patient management in clinics, is often left to nursing students with basic knowledge [11]. However, due to the non-invasive nature of vital signs applications, students often perform these applications with minimal or no supervision from a clinical nurse educators or nurses [12]. A review of the literature reveals significant deficiencies in students' knowledge and application of vital signs [11-13]. It is critical that students perform the clinical skills they have acquired correctly and appropriately in order to improve patient safety and quality of care [14, 15]. Considering the importance of monitoring vital signs in a timely and accurate manner for the early identification of clinical deterioration, nursing students must be competent in vital signs assessment [12]. Therefore, it is necessary to use more effective and current learning methods in teaching vital signs.
At this point, the integration of innovative technologies into nursing education enables students to gain experience by repeating these applications without harming the patient and learning from their mistakes [16]. One of these technologies is a virtual game simulation obtained by transferring a real-life situation to the computer platform and gamifying it, which has just begun to be used in nursing education [15]. Recently, virtual gaming simulations have been increasingly used in nursing education to reduce some of the resource challenges of face-to-face simulation [17]. The objective of a virtual gaming simulation is to provide students with the opportunity to apply the concepts they have learned in a realistic scenario [18]. This practice enables students to actively participate in their own learning by its very nature [19]. The utilisation of virtual gaming simulations affords students the opportunity to receive prompt feedback, oversee their performance and conduct objective assessments [20]. Students are afforded the opportunity to repeat the game until they are satisfied with their performance [21]. Therefore, virtual game simulations contribute to the increase of students' academic achievement and skill performance [20]. At the same time, virtual gaming simulation as a teaching strategy enables students to participate in a realistic clinical scenario, reducing their anxiety and supporting their self-confidence [15, 22]. Because simulation offers students the opportunity to develop their nursing knowledge, clinical and psychomotor skills and clinical decision making levels in a simulated safe environment and over a long period of time before encountering real patients [17].
When reviewing the literature on nursing education, no research findings were found regarding the use of game-based virtual reality simulation applications for measurement skills related to vital signs. In this study, a game-based simulation application developed using 3D animation technology was designed to fill this gap and to enable nursing students to acquire vital signs measurement skills. We aimed to evaluate the effects of this application on students' academic achievement, satisfaction and self-confidence in learning. In this way, the aim is to provide an effective and technology-based teaching strategy that will increase patient safety in nursing education.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (investigator)
- Number of arms
- 2
- Model description
- A randomized controlled experimental design
| Arm | Type | Receives |
|---|---|---|
| Intervention group | Experimental | Other: The game-based simulation application developed using 3D animation technologyThe intervention group consisted of students using the game-based simulation application developed using 3D animation technology. |
| Control group | No intervention | – |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (5 listed)
- Being enrolled as a student in the Faculty of Nursing,
- Voluntarily agreeing to participate in the study,
- Not having previously received theoretical and practical training on vital signs,
- Not being an international student,
- Not having transferred to the Faculty of Nursing from other health sciences programs with different educational or assessment practices.
Key exclusion criteria (5 listed)
- Not being enrolled in the Faculty of Nursing,
- Refusing to participate or withdrawing consent,
- Having prior theoretical or practical education related to vital signs,
- Being an international student,
- Having transferred from other health sciences programs that use different clinical or educational evaluation systems.
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 game-based simulation application developed using 3D animation technologyThe intervention group consisted of students using the game-based simulation application developed using 3D animation technology, while the control group consisted of students using traditional learning methods. | Other | Intervention group |
Primary outcome
Academic Achievement Test of Vital Sings Measurement Skills
Time frame: From enrollment to the end of implementation at 4 weeks
The researchers developed the Academic Achievement Test of Vital Signs Measurement Skills to measure vital signs. The researchers first identified the gains that students should make in measuring vital signs. In line with the literature [6, 12, 13], five-choice multiple-choice questions were prepared covering the goals and behaviours determined for each outcome. A total of 58 questions, including 23 questions on blood pressure measurement skills, 12 questions on apical pressure measurement skills, 10 questions on body temperature measurement skills, 7 questions on pulse taking skills, and 6 questions on respiration counting skills, were submitted for expert opinion by email. The questions were rearranged according to the experts' feedback. The questions were administered to 303 nursing students and a pretest was conducted. Question items were analysed and validity and reliability analyses of the questions were performed. In the final stage, inappropriate questions were removed.
1 secondary outcome
Student Satisfaction and Self-Confidence in Learning Scale
Time frame: From enrollment to the end of implementation at 4 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 6 Jun 2025.
- Results publicationYılmaz D, Çınar G. The effect of simulator use in blood pressure measurement training on nursing students' psychomotor skills. Sağlık ve Toplum Dergisi. 2020;20(1):104-10
- Results publicationBayram SB, Caliskan N. The use of virtual reality simulations in nursing education, and patient safety. Contemporary Topics in Patient Safety-Volume 1: IntechOpen; 2020
- Results publicationLuctkar-Flude M, Tyerman J, Tregunno D, Bell C, Lalonde M, McParland T, et al. Designing a virtual simulation game as presimulation preparation for a respiratory distress simulation for senior nursing students: Usability, feasibility, and perceived impact on learning. Clinical Simulation in Nursing. 2021;52:35-42
- Results publicationBayram ŞB, Çalışkan N. Using a game-based virtual reality application in psychomotor skills acquisition: An experience sharing Journal of Human Sciences. 2019;16(1):155-63
- Results publicationVerkuyl M, Hughes M. Virtual gaming simulation in nursing education: A mixed-methods study. Clinical Simulation in Nursing. 2019;29:9-14
- Results publicationAtthill S, Witmer D, Luctkar-Flude M, Tyerman J. Exploring the impact of a virtual asynchronous debriefing method after a virtual simulation game to support clinical decision-making. Clinical Simulation in Nursing. 2021;50:10-8
- Results publicationŞahin G, Başak T. Game-based learning in nursing education. Gümüşhane University Journal of Health Sciences. 2019;8(3):308-14
- Results publicationMohammed QH. Knowledge and practices of nursing college student's regarding blood pressure measurement in Hospitals at Kirkuk City. Kufa Journal for Nursing Sciences. 2016;6(2):177-84
- Results publicationÖzsaban A, Turan N, Beki Ç, Aşti T. The relationship between nurses' attitudes toward vital signs monitoring and emotional ıntelligence levels. Genel Tıp Dergisi. 2022;32(6):652-7
- Results publicationKısacık ÖG, Gündoğan AÖ, Yılmaz E. Attitudes of Nurses and Nursing Students Towards Vital Signs: A Comparatıve Study. Journal of Nursing Effect. 2024;17(4):575-90
- Results publicationGülnar E, Yılmaz ED, Özveren H. Hemşirelerin yaşam bulgularina ilişkin tutum ve uygulamalarinin belirlenmesi. Kırıkkale Üniversitesi Tıp Fakültesi Dergisi. 2020;22(3):377-85
- Results publicationÖztürk D, Göçmen Baykara Z. The effect of peer education on the teaching of nursing skills. Journal of Education and Research in Nursing. 2019;16(4):295-300
- 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.
The record lists no contact. Use the official record to reach the sponsor.
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 game-based simulation application developed using 3D animation technology in people with Nursing Education and Vital Signs, run by Kocaeli University at 1 site in Turkey (Türkiye).
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 5 inclusion and 5 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 6 Jun 2025. 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 Turkey (Türkiye). 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?
Academic Achievement Test of Vital Sings Measurement Skills (time frame: From enrollment to the end of implementation at 4 weeks). 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 NCT07009275, which also lists 23 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 6 Jun 2025.