Nursing EducationCPPE-TrainNCT07631234
Simulator and Standardized Patient Training for Cardiopulmonary Examination Skills in Nursing Students
A study testing Simulation-Based Training and Standardized Patient-Based Training in people with Nursing Education, run by Burdur Mehmet Akif Ersoy University at 2 sites in Turkey (Türkiye).
Trial summary
Cardiopulmonary physical examination is a fundamental nursing skill that is essential for the early recognition of patient problems and safe clinical decision-making. Nursing students often experience difficulties in developing competence and confidence in performing cardiac and pulmonary assessment skills during… Read more about this study
- Who is it for?
- Ages 18 to 30 yearsHealthy volunteers can take part
- Conditions the study is for
- Nursing Education
- What is being tested?
- Simulation-Based Training and Standardized Patient-Based Training
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 90 participants
- Where
- 2 sitesTurkey (Türkiye)
- Study dates
- 24 May 2026to Jul 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
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 30 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- First-year nursing students enrolled in the Nursing Department of the Faculty of Health Sciences during the 2025-2026 academic year.
- Enrolled in the Health Assessment I and II courses for the first time.
- Willing to participate and able to provide written informed consent.
- Agree to attend all educational sessions, including theoretical instruction and practical training.
- Agree to participate in all data collection procedures, including pre-test, post-test, and follow-up assessments.
Who cannot join
- Previous formal training in cardiopulmonary physical examination (e.g., summer school, certification course, or equivalent training).
- Transfer students admitted through horizontal or vertical transfer programs.
- Receiving ongoing psychological or psychiatric treatment for a diagnosed mental health condition, particularly anxiety-related disorders.
- Withdrawal of informed consent at any stage of the study.
- Absence from theoretical, simulation-based, or standardized patient training sessions.
- Incomplete or incorrectly completed study questionnaires or assessment forms.
Trial locations and contacts
2 sites in 1 country. Contact the study team or a site near you to ask about taking part.
Turkey (Türkiye)2 sites
Burdur Mehmet Akif Ersoy University Faculty of Health Sciences, Department of Nursing
Burdur, 15030
Nevin Uslu, PhD, +90 248 213 3500 ext. 3567, nuslu@mehmetakif.edu.tr
Ayşe uÇAK, PhD, +9,2482133500, ayseucak@mehmetakif.edu.tr
Burdur Mehmet Akif Ersoy University Faculty of Health Sciences, Department of Nursing
Burdur, 15030
nEVİN Uslu, PhD, +90 248 213 3500 ext. 3567, nuslu@mehmetakif.edu.tr
Ayşe Uçak, PhD, +902482133500, ayseucak@mehmetakif.edu.tr
About this study
Official title: From Skill to Confidence: The Multifaceted Role of Simulation in Nursing Students' Learning of Cardiac and Pulmonary Assessment
Cardiopulmonary physical examination is a fundamental nursing skill that is essential for the early recognition of patient problems and safe clinical decision-making. Nursing students often experience difficulties in developing competence and confidence in performing cardiac and pulmonary assessment skills during their early clinical education.
This quasi-experimental study aims to compare the effects of simulation-based training and standardized patient-based training on first-year nursing students' cardiopulmonary physical examination outcomes. The study will evaluate knowledge, clinical skill performance, learning satisfaction, self-confidence, and anxiety levels before and after the educational interventions.
Participants will be first-year nursing students enrolled in a health assessment course. Students will be assigned to either a simulation-based training group or a standardized patient-based training group. Data will be collected using knowledge tests, skill assessment checklists, satisfaction and self-confidence scales, and anxiety measures. The findings are expected to contribute to evidence-based nursing education by identifying effective teaching strategies for improving cardiopulmonary assessment competence among nursing students.
Read the detailed description
Cardiopulmonary physical examination is one of the core clinical competencies expected of nursing students. Accurate assessment of cardiac and pulmonary functions is essential for identifying patient deterioration, supporting clinical decision-making, and ensuring patient safety. However, undergraduate nursing students frequently report difficulties in performing comprehensive physical examinations and often lack confidence in applying these skills in clinical settings.
Simulation-based education and standardized patient-based education are widely used experiential learning strategies in nursing education. Simulation provides a safe and controlled environment in which students can repeatedly practice assessment skills and receive feedback without risking patient safety. Standardized patient encounters, on the other hand, offer opportunities for realistic interpersonal communication and clinical interaction. Although both educational approaches are commonly used, evidence regarding their comparative effectiveness for teaching cardiopulmonary assessment skills remains limited.
The purpose of this quasi-experimental study is to compare the effects of simulation-based training and standardized patient-based training on cardiopulmonary physical examination outcomes among first-year nursing students. The study will examine differences in knowledge acquisition, clinical skill performance, learning satisfaction, self-confidence, and anxiety levels associated with the two educational methods.
Participants will be recruited from first-year undergraduate nursing students enrolled in a health assessment course. Eligible students who provide informed consent will be assigned to either a simulation-based training group or a standardized patient-based training group. Both groups will receive the same educational content related to cardiac and pulmonary physical examination, including inspection, palpation, percussion, auscultation, vital sign assessment, and clinical communication skills. The primary difference between groups will be the instructional method used during practical training.
Data collection will be conducted at multiple time points using validated measurement instruments. Knowledge regarding cardiopulmonary assessment will be evaluated through a structured knowledge test. Clinical performance will be assessed using standardized skill checklists developed for cardiac and pulmonary examination procedures. Student satisfaction and self-confidence will be measured using established nursing education scales, while anxiety levels will be evaluated using a standardized anxiety instrument.
The study aims to generate evidence regarding effective teaching strategies for developing cardiopulmonary assessment competence in undergraduate nursing education. The findings may contribute to curriculum development and support the selection of educational methods that enhance students' clinical skills, confidence, and preparedness for patient care.
- Conditions
- Nursing Education
- Being tested
- Simulation-Based Training, Standardized Patient-Based Training
- Keywords
- Nursing Education, Simulation-Based Training, Standardized Patient,Cardiopulmonary Assessment
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Simulation-Based TrainingBehavioural
Simulation-based training designed to improve nursing students' cardiopulmonary physical examination knowledge, skills, satisfaction, self-confidence, and clinical preparedness through structured practice using a nursing simulation manikin.
Standardized Patient-Based TrainingBehavioural
Standardized patient-based training designed to improve nursing students' cardiopulmonary physical examination knowledge, skills, satisfaction, self-confidence, and clinical preparedness through structured interactions with trained standardized patients.
| Study group | Role | What they receive |
|---|---|---|
| Simulation-Based Training Group | Experimental | Participants assigned to this group will receive cardiopulmonary physical examination training using a nursing simulation manikin in a simulated clinical environment. Training will include cardiac and pulmonary assessment skills, vital sign evaluation, and clinical communication practices. Receives: Behavioral: Simulation-Based Training |
| Standardized Patient Training Group | Active comparator | Participants assigned to this group will receive cardiopulmonary physical examination training using standardized patients. Training will include cardiac and pulmonary assessment skills, vital sign evaluation, and clinical communication practices in a realistic patient interaction setting. Receives: Behavioral: Standardized Patient-Based Training |
What is being measured
The primary outcome is the main question the study is designed to answer.
Cardiopulmonary Physical Examination Skill Performance
Clinical skill performance scores obtained using a 27-item cardiopulmonary physical examination skills checklist. The checklist assesses students' performance in communication, vital signs assessment, inspection, palpation, cardiac auscultation, and pulmonary auscultation. Each item is scored on a 3-point scale (0 = not performed, 1 = performed incorrectly or incompletely, 2 = performed correctly and completely). Total scores range from 0 to 54, with higher scores indicating greater competence in cardiopulmonary physical examination skills.
Measured: Immediately after completion of the training intervention
Secondary outcomes (4)
Cardiopulmonary Physical Examination Knowledge
Knowledge scores obtained from a 25-item multiple-choice test assessing theoretical knowledge related to cardiopulmonary physical examination. Scores range from 0 to 100, with higher scores indicating greater knowledge.
Measured: Baseline, immediately after training, and 1 month after training
Student Satisfaction With Learning
Learning satisfaction scores measured using the Student Satisfaction and Self-Confidence in Learning Scale developed by the National League for Nursing (NLN). Higher scores indicate greater satisfaction with the learning experience.
Measured: Immediately after training
Self-Confidence in Learning
Self-confidence scores measured using the Self-Confidence subscale of the Student Satisfaction and Self-Confidence in Learning Scale. Higher scores indicate greater confidence in performing cardiopulmonary assessment skills.
Measured: Immediately after training
State Anxiety Level
State anxiety scores measured using the State-Trait Anxiety Inventory (STAI). Higher scores indicate greater anxiety
Measured: Baseline, immediately after training, and 1 month after training
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted5 Jun 2026
- Study start24 May 2026 (estimated)
- Primary completionJun 2026 (estimated)
- Study completionJul 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- 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
- Participants will be assigned to one of two parallel intervention groups: simulation-based training or standardized patient-based training. Both groups will receive the same educational content related to cardiac and pulmonary physical examination, differing only in the instructional strategy used during practical training.
- Masking
- None (open label)
- Enrolment
- 90 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Burdur Mehmet Akif Ersoy University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Nevin Uslu, Burdur Mehmet Akif Ersoy University
- Investigators
- Nevin Uslu, PhD, Principal investigator, Burdur Mehmet Akif Ersoy University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07631234
- Sponsor's protocol ID
- MAKU-NURS-CPPE-2025-001
- Other IDs
- 1144-MP-25
- Acronym
- CPPE-Train
- Status last verified
- Jun 2026
- First submitted
- 2 Jun 2026
- Last updated
- 5 Jun 2026
- 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 5 Jun 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- From Skill to Confidence: The Multifaceted Role of Simulation in Nursing Students' Learning of Cardiac and Pulmonary Assessment
- ClinicalTrials.gov ID
- NCT07631234
- Acronym / sponsor ID
- CPPE-Train / MAKU-NURS-CPPE-2025-001
- Conditions
- Nursing Education
- Keywords
- Nursing Education, Simulation-Based Training, Standardized Patient,Cardiopulmonary Assessment
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 90 participants (estimated)
- Lead sponsor
- Burdur Mehmet Akif Ersoy UniversityUniversity, hospital or other
- Study start
- 24 May 2026 (estimated)
- Primary completion
- Jun 2026 (estimated)
- Study completion
- Jul 2026 (estimated)
- First posted
- 5 Jun 2026 (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.
Cardiopulmonary physical examination is a fundamental nursing skill that is essential for the early recognition of patient problems and safe clinical decision-making. Nursing students often experience difficulties in developing competence and confidence in performing cardiac and pulmonary assessment skills during their early clinical education.
This quasi-experimental study aims to compare the effects of simulation-based training and standardized patient-based training on first-year nursing students' cardiopulmonary physical examination outcomes. The study will evaluate knowledge, clinical skill performance, learning satisfaction, self-confidence, and anxiety levels before and after the educational interventions.
Participants will be first-year nursing students enrolled in a health assessment course. Students will be assigned to either a simulation-based training group or a standardized patient-based training group. Data will be collected using knowledge tests, skill assessment checklists, satisfaction and self-confidence scales, and anxiety measures. The findings are expected to contribute to evidence-based nursing education by identifying effective teaching strategies for improving cardiopulmonary assessment competence among nursing students.
Detailed description
Cardiopulmonary physical examination is one of the core clinical competencies expected of nursing students. Accurate assessment of cardiac and pulmonary functions is essential for identifying patient deterioration, supporting clinical decision-making, and ensuring patient safety. However, undergraduate nursing students frequently report difficulties in performing comprehensive physical examinations and often lack confidence in applying these skills in clinical settings.
Simulation-based education and standardized patient-based education are widely used experiential learning strategies in nursing education. Simulation provides a safe and controlled environment in which students can repeatedly practice assessment skills and receive feedback without risking patient safety. Standardized patient encounters, on the other hand, offer opportunities for realistic interpersonal communication and clinical interaction. Although both educational approaches are commonly used, evidence regarding their comparative effectiveness for teaching cardiopulmonary assessment skills remains limited.
The purpose of this quasi-experimental study is to compare the effects of simulation-based training and standardized patient-based training on cardiopulmonary physical examination outcomes among first-year nursing students. The study will examine differences in knowledge acquisition, clinical skill performance, learning satisfaction, self-confidence, and anxiety levels associated with the two educational methods.
Participants will be recruited from first-year undergraduate nursing students enrolled in a health assessment course. Eligible students who provide informed consent will be assigned to either a simulation-based training group or a standardized patient-based training group. Both groups will receive the same educational content related to cardiac and pulmonary physical examination, including inspection, palpation, percussion, auscultation, vital sign assessment, and clinical communication skills. The primary difference between groups will be the instructional method used during practical training.
Data collection will be conducted at multiple time points using validated measurement instruments. Knowledge regarding cardiopulmonary assessment will be evaluated through a structured knowledge test. Clinical performance will be assessed using standardized skill checklists developed for cardiac and pulmonary examination procedures. Student satisfaction and self-confidence will be measured using established nursing education scales, while anxiety levels will be evaluated using a standardized anxiety instrument.
The study aims to generate evidence regarding effective teaching strategies for developing cardiopulmonary assessment competence in undergraduate nursing education. The findings may contribute to curriculum development and support the selection of educational methods that enhance students' clinical skills, confidence, and preparedness for patient care.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- Participants will be assigned to one of two parallel intervention groups: simulation-based training or standardized patient-based training. Both groups will receive the same educational content related to cardiac and pulmonary physical examination, differing only in the instructional strategy used during practical training.
| Arm | Type | Receives |
|---|---|---|
| Simulation-Based Training Group | Experimental | Behavioral: Simulation-Based TrainingParticipants assigned to this group will receive cardiopulmonary physical examination training using a nursing simulation manikin in a simulated clinical environment. Training will include cardiac and pulmonary assessment skills, vital sign evaluation, and clinical communication practices. |
| Standardized Patient Training Group | Active comparator | Behavioral: Standardized Patient-Based TrainingParticipants assigned to this group will receive cardiopulmonary physical examination training using standardized patients. Training will include cardiac and pulmonary assessment skills, vital sign evaluation, and clinical communication practices in a realistic patient interaction setting. |
Who may qualify
- Ages
- 18 to 30 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (5 listed)
- First-year nursing students enrolled in the Nursing Department of the Faculty of Health Sciences during the 2025-2026 academic year.
- Enrolled in the Health Assessment I and II courses for the first time.
- Willing to participate and able to provide written informed consent.
- Agree to attend all educational sessions, including theoretical instruction and practical training.
- Agree to participate in all data collection procedures, including pre-test, post-test, and follow-up assessments.
Key exclusion criteria (6 listed)
- Previous formal training in cardiopulmonary physical examination (e.g., summer school, certification course, or equivalent training).
- Transfer students admitted through horizontal or vertical transfer programs.
- Receiving ongoing psychological or psychiatric treatment for a diagnosed mental health condition, particularly anxiety-related disorders.
- Withdrawal of informed consent at any stage of the study.
- Absence from theoretical, simulation-based, or standardized patient training sessions.
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 |
|---|---|---|
| Simulation-Based TrainingSimulation-based training designed to improve nursing students' cardiopulmonary physical examination knowledge, skills, satisfaction, self-confidence, and clinical preparedness through structured practice using a nursing simulation manikin. | Behavioural | Simulation-Based Training Group |
| Standardized Patient-Based TrainingStandardized patient-based training designed to improve nursing students' cardiopulmonary physical examination knowledge, skills, satisfaction, self-confidence, and clinical preparedness through structured interactions with trained standardized patients. | Behavioural | Standardized Patient Training Group |
Primary outcome
Cardiopulmonary Physical Examination Skill Performance
Time frame: Immediately after completion of the training intervention
Clinical skill performance scores obtained using a 27-item cardiopulmonary physical examination skills checklist. The checklist assesses students' performance in communication, vital signs assessment, inspection, palpation, cardiac auscultation, and pulmonary auscultation. Each item is scored on a 3-point scale (0 = not performed, 1 = performed incorrectly or incompletely, 2 = performed correctly and completely). Total scores range from 0 to 54, with higher scores indicating greater competence in cardiopulmonary physical examination skills.
4 secondary outcomes
Cardiopulmonary Physical Examination Knowledge
Time frame: Baseline, immediately after training, and 1 month after training
Student Satisfaction With Learning
Time frame: Immediately after training
Self-Confidence in Learning
Time frame: Immediately after training
State Anxiety Level
Time frame: Baseline, immediately after training, and 1 month after training
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 5 Jun 2026.
- 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.
Nevin Uslu, PhD principal investigator
Burdur Mehmet Akif Ersoy University
2 sites in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Simulation-Based Training and Standardized Patient-Based Training in people with Nursing Education, run by Burdur Mehmet Akif Ersoy University at 2 sites 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 6 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: opening soon, as of the sponsor's last update on 5 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 2 sites 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?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Nevin Uslu, PhD (+902482133500 ext. 3567, nuslu@mehmetakif.edu.tr), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Cardiopulmonary Physical Examination Skill Performance (time frame: Immediately after completion of the training intervention). 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 5 Jun 2026.