StudentNCT07297628
Teaching Caring Through '1 Concept-1 Minute
A study testing 1 Concept-1 Minute Game-Based Learning Method in people with Student, run by Muş Alparslan University at 1 site in Turkey (Türkiye).
Trial summary
This study aims to evaluate the effectiveness of a gamified learning strategy called "1 Concept-1 Minute" on nursing students' understanding of care concepts and their learning motivation. Read more about this study
- Who is it for?
- Ages 18 to 65 yearsHealthy volunteers can take part
- Conditions the study is for
- Student
- What is being tested?
- 1 Concept-1 Minute Game-Based Learning Method
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 80 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 23 Mar 2026to 20 Apr 2026
- 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 to 65 years
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Willing to continue their education throughout the study period, Voluntarily agreeing to participate in the study and signing the informed consent form,
Who cannot join
- Having previously participated in a similar game-based learning or "1 Concept 1 Minute" training, Having health conditions or other reasons preventing attendance during the study period, Students unwilling to continue participation or who do not provide informed consent.
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Akdeniz University Faculty of Nursing
Antalya, Antalya, 07070
About this study
Official title: The Effect of the '1 Concept-1 Minute' Game on the Perception of Caring in Teaching Care: A Randomized Controlled Study
This study aims to evaluate the effectiveness of a gamified learning strategy called "1 Concept-1 Minute" on nursing students' understanding of care concepts and their learning motivation. Conducted within the context of a Health Assessment course in a nursing education program, this quasi-experimental research investigates whether game-based learning methods enhance students' cognitive engagement and comprehension in clinical education. Given the global need for competent nursing professionals and the limitations in clinical placements, innovative, student-centered approaches such as this game are crucial to improving learning outcomes. The study is based on the Self-Determination Theory (SDT) framework to interpret motivational impacts.
Read the detailed description
Knowledge and practice training is a fundamental component of healthcare courses. In this context, instructors are expected to foster professional thinking skills that support learning and exploration among students, provide opportunities to apply acquired knowledge, and equip them with the knowledge, skills, and attitudes necessary to manage various clinical situations. Within nursing programs, the Health Assessment course is a compulsory subject that focuses on collecting health data from patients to identify potential health problems. Therefore, in addition to learning normal and abnormal health conditions, students must also adequately understand prerequisite topics such as care and treatment in order to perform health assessments correctly.
Clinical education is a critical component of nursing training, integrating theoretical knowledge with practical skills. However, previous studies have highlighted various factors that negatively affect the acquisition of clinical competencies. These include limited clinical placement opportunities despite increasing student numbers, a shortage of nursing educators, student stress, insufficient integration of theory and practice, and the resulting anxiety and frustration.
Effective strategies are required to address the global nursing shortage, prevent academic underperformance, and enhance professional competence. Recent research has shown that gamification and serious games have the potential to improve the quality of healthcare professional education. Integrating game-based learning strategies can increase motivation and engagement. However, the exact impact of such approaches on nursing students remains unclear. This highlights the importance of the current study and the need for further research.
In this context, our study aims to identify, evaluate, and summarize the effectiveness of game-based approaches in nursing education in terms of student learning outcomes and perceptions. Although game-based learning plays a significant role in increasing motivation and engagement, the lack of a unified theory of gamification means that this research is not based on a specific theoretical framework. However, the Self-Determination Theory (SDT) is acknowledged to play a critical role in game design and gamified learning experiences.
A review of the literature reveals a limited number of studies focusing on the use of short, effective, and student-centered methods for teaching care concepts in nursing education. The aim of this study is to examine the effect of the "1 Concept-1 Minute" game on nursing students' understanding of care concepts and their learning motivation.
- Conditions
- Student
- Being tested
- 1 Concept-1 Minute Game-Based Learning Method
- Keywords
- '1 Concept-1 Minute' Game, Teaching Care
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
1 Concept-1 Minute Game-Based Learning MethodBehavioural
Also called Experimental Arm
This intervention is a game-based learning activity titled "1 Concept-1 Minute," designed for nursing students. At the end of each class session, students randomly select one care-related concept and are given one minute to explain it to their peers. The activity will be implemented over two weeks, with two sessions lasting two hours each (total 4 hours). The goal of the intervention is to reinforce students' understanding of care-related concepts, enhance their communication skills, and increase motivation through active learning.
| Study group | Role | What they receive |
|---|---|---|
| Control Group | No intervention | Participants in the control group will receive traditional lecture-based instruction on nursing care behaviors, without the use of any game-based or interactive strategies. |
| Experimental Arm | Experimental | In this group, the "1 Concept-1 Minute" game-based learning method will be applied at the end of the "Care Behaviors" course over a period of two weeks, totaling 4 hours. At the end of each session, students will randomly select a care-related concept covered in the course and explain it to their classmates within one minute. This intervention is designed to promote active participation, strengthen the understanding of nursing care concepts, and enhance student motivation through a fun and interactive educational approach. Receives: Behavioral: 1 Concept-1 Minute Game-Based Learning Method |
What is being measured
The primary outcome is the main question the study is designed to answer.
Care Behavior Scale-30 Score
The Care Behavior Scale-30, a validated instrument assessing nursing care perceptions and behaviors, will be used to evaluate changes in participants' nursing care attitudes and behaviors before and after the intervention. The scale consists of 30 items scored on a 6-point Likert scale, with total scores ranging from 30 to 180. Higher scores indicate better care behavior.
Measured: Measured immediately after the 2-week intervention period (4 hours total)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted22 Dec 2025
- Study start23 Mar 2026
- Primary completion23 Mar 2026
- Study completion20 Apr 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for StudentStudies 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
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- This study is designed as a randomized controlled interventional trial. Participants were randomly assigned to two groups: the intervention group, which received game-based learning via the "One Concept-One Minute" method, and the control group, which continued with traditional lecture-based instruction. The aim of the study is to evaluate the effectiveness of the game-based approach on nursing students' concept comprehension and learning motivation within the scope of a health assessment course.
- Masking
- None (open label)
- Enrolment
- 80 participants (actual)
Sponsor and investigators
- Lead sponsor
- Muş Alparslan University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07297628
- Sponsor's protocol ID
- MUS-HEM-CO-04
- Status last verified
- Jun 2026
- First submitted
- 9 Dec 2025
- Last updated
- 9 Jun 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: We do not plan to share Individual Participant Data (IPD) due to concerns regarding participant confidentiality and the need to protect their privacy.
Study at a glance
From the registry record, last updated by the sponsor on 9 Jun 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of the '1 Concept-1 Minute' Game on the Perception of Caring in Teaching Care: A Randomized Controlled Study
- ClinicalTrials.gov ID
- NCT07297628
- Acronym / sponsor ID
- MUS-HEM-CO-04
- Conditions
- Student
- Keywords
- '1 Concept-1 Minute' Game, Teaching Care
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 80 participants (actual)
- Lead sponsor
- Muş Alparslan UniversityUniversity, hospital or other
- Study start
- 23 Mar 2026 (actual)
- Primary completion
- 23 Mar 2026 (actual)
- Study completion
- 20 Apr 2026 (actual)
- First posted
- 22 Dec 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 evaluate the effectiveness of a gamified learning strategy called "1 Concept-1 Minute" on nursing students' understanding of care concepts and their learning motivation. Conducted within the context of a Health Assessment course in a nursing education program, this quasi-experimental research investigates whether game-based learning methods enhance students' cognitive engagement and comprehension in clinical education. Given the global need for competent nursing professionals and the limitations in clinical placements, innovative, student-centered approaches such as this game are crucial to improving learning outcomes. The study is based on the Self-Determination Theory (SDT) framework to interpret motivational impacts.
Detailed description
Knowledge and practice training is a fundamental component of healthcare courses. In this context, instructors are expected to foster professional thinking skills that support learning and exploration among students, provide opportunities to apply acquired knowledge, and equip them with the knowledge, skills, and attitudes necessary to manage various clinical situations. Within nursing programs, the Health Assessment course is a compulsory subject that focuses on collecting health data from patients to identify potential health problems. Therefore, in addition to learning normal and abnormal health conditions, students must also adequately understand prerequisite topics such as care and treatment in order to perform health assessments correctly.
Clinical education is a critical component of nursing training, integrating theoretical knowledge with practical skills. However, previous studies have highlighted various factors that negatively affect the acquisition of clinical competencies. These include limited clinical placement opportunities despite increasing student numbers, a shortage of nursing educators, student stress, insufficient integration of theory and practice, and the resulting anxiety and frustration.
Effective strategies are required to address the global nursing shortage, prevent academic underperformance, and enhance professional competence. Recent research has shown that gamification and serious games have the potential to improve the quality of healthcare professional education. Integrating game-based learning strategies can increase motivation and engagement. However, the exact impact of such approaches on nursing students remains unclear. This highlights the importance of the current study and the need for further research.
In this context, our study aims to identify, evaluate, and summarize the effectiveness of game-based approaches in nursing education in terms of student learning outcomes and perceptions. Although game-based learning plays a significant role in increasing motivation and engagement, the lack of a unified theory of gamification means that this research is not based on a specific theoretical framework. However, the Self-Determination Theory (SDT) is acknowledged to play a critical role in game design and gamified learning experiences.
A review of the literature reveals a limited number of studies focusing on the use of short, effective, and student-centered methods for teaching care concepts in nursing education. The aim of this study is to examine the effect of the "1 Concept-1 Minute" game on nursing students' understanding of care concepts and their learning motivation.
Study design
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- This study is designed as a randomized controlled interventional trial. Participants were randomly assigned to two groups: the intervention group, which received game-based learning via the "One Concept-One Minute" method, and the control group, which continued with traditional lecture-based instruction. The aim of the study is to evaluate the effectiveness of the game-based approach on nursing students' concept comprehension and learning motivation within the scope of a health assessment course.
| Arm | Type | Receives |
|---|---|---|
| Control Group | No intervention | –Participants in the control group will receive traditional lecture-based instruction on nursing care behaviors, without the use of any game-based or interactive strategies. |
| Experimental Arm | Experimental | Behavioral: 1 Concept-1 Minute Game-Based Learning MethodIn this group, the "1 Concept-1 Minute" game-based learning method will be applied at the end of the "Care Behaviors" course over a period of two weeks, totaling 4 hours. At the end of each session, students will randomly select a care-related concept covered in the course and explain it to their classmates within one minute. This intervention is designed to promote active participation, strengthen the understanding of nursing care concepts, and enhance student motivation through a fun and interactive educational approach. |
Who may qualify
- Ages
- 18 to 65 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- Willing to continue their education throughout the study period, Voluntarily agreeing to participate in the study and signing the informed consent form,
Key exclusion criteria (1 listed)
- Having previously participated in a similar game-based learning or "1 Concept 1 Minute" training, Having health conditions or other reasons preventing attendance during the study period, Students unwilling to continue participation or who do not provide informed consent.
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 |
|---|---|---|
| 1 Concept-1 Minute Game-Based Learning MethodAlso: Experimental ArmThis intervention is a game-based learning activity titled "1 Concept-1 Minute," designed for nursing students. At the end of each class session, students randomly select one care-related concept and are given one minute to explain it to their peers. The activity will be implemented over two weeks, with two sessions lasting two hours each (total 4 hours). The goal of the intervention is to reinforce students' understanding of care-related concepts, enhance their communication skills, and increase motivation through active learning. | Behavioural | Experimental Arm |
Primary outcome
Care Behavior Scale-30 Score
Time frame: Measured immediately after the 2-week intervention period (4 hours total)
The Care Behavior Scale-30, a validated instrument assessing nursing care perceptions and behaviors, will be used to evaluate changes in participants' nursing care attitudes and behaviors before and after the intervention. The scale consists of 30 items scored on a 6-point Likert scale, with total scores ranging from 30 to 180. Higher scores indicate better care behavior.
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 9 Jun 2026.
- Individual participant dataSharing planned: No. We do not plan to share Individual Participant Data (IPD) due to concerns regarding participant confidentiality and the need to protect their privacy.
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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 1 Concept-1 Minute Game-Based Learning Method in people with Student, run by Muş Alparslan 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 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: finished, as of the sponsor's last update on 9 Jun 2026. 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?
Care Behavior Scale-30 Score (time frame: Measured immediately after the 2-week intervention period (4 hours total)). 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 9 Jun 2026.