Physical Assessment SkillsNCT07825038
Enhancing Practical Competence in Physical Assessment Through Digital Video Feedback
A study testing Digital Video Feedback Group and Traditional Physical Assessment Teaching in people with Physical Assessment Skills, run by China Medical University Hospital.
Trial summary
This cluster randomized controlled trial aims to evaluate the effectiveness of a digital video feedback strategy in improving physical assessment skills, learning motivation, self-regulated learning, and anxiety among undergraduate nursing students. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Physical Assessment Skills
- What is being tested?
- Digital Video Feedback Group and Traditional Physical Assessment Teaching
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 80 participants
- Where
- No sites listed yet
- Study dates
- 28 Oct 2026to 28 Feb 2027
- 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 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Second-year undergraduate nursing students enrolled in the Physical Examination and Assessment Practicum course at the participating university.
- Students who agree to participate in the study and provide informed consent.
Who cannot join
- Students who are repeating the Physical Examination and Assessment Practicum course.
Trial locations and contacts
No sites are listed yet. Contact the study team or a site near you to ask about taking part.
About this study
Official title: Enhancing Practical Competence in Physical Assessment Through Digital Video Feedback: A Teaching Practice in the Physical Examination and Assessment Course
This cluster randomized controlled trial aims to evaluate the effectiveness of a digital video feedback strategy in improving physical assessment skills, learning motivation, self-regulated learning, and anxiety among undergraduate nursing students. Approximately 80 second-year nursing students enrolled in a physical examination and assessment course will be assigned to either a digital video feedback intervention group or a traditional teaching control group using cluster randomization.
The intervention will be implemented in four physical assessment units, including head and neck/lymphatic assessment, musculoskeletal assessment, and two neurological assessment units. Students in the intervention group will record their physical assessment performance using a digital video system and receive structured feedback from peers and instructors. Outcomes will be assessed at baseline, mid-course, and at the end of the course.
Read the detailed description
Physical examination and assessment are fundamental competencies in nursing education and clinical practice. However, undergraduate nursing students may experience difficulties in mastering complex physical assessment procedures because of limited practice time, insufficient individualized feedback, and limited clinical experience.
Based on Bandura's Social Learning Theory, this study incorporates a digital video feedback strategy into an undergraduate physical examination and assessment course. The intervention emphasizes observation, practice, feedback, reflection, and behavioral modification.
Students assigned to the intervention group will record their performance of selected physical assessment procedures using the SimCapture digital platform. Recorded performances will be reviewed by peers and instructors, who will provide structured feedback based on standardized physical assessment evaluation criteria. Students will review the feedback, modify their performance, and subsequently repeat the recording and feedback process.
Four course units will be included in the intervention: head and neck/lymphatic assessment, musculoskeletal assessment, neurological assessment I, and neurological assessment II. The control group will initially receive conventional classroom instruction and independent practice. For educational equity, students in the control group will subsequently receive the digital video feedback activity after the planned comparison assessment.
Quantitative outcomes include physical assessment skill performance, learning strategies and motivation, learning motivation, and anxiety. Students' experiences with the digital video feedback strategy will also be explored using course evaluation and qualitative feedback.
- Conditions
- Physical Assessment Skills
- Being tested
- Digital Video Feedback Group, Traditional Physical Assessment Teaching
- Keywords
- Physical Assessment Digital Video Feedback Video-Based Learning Nursing Education Clinical Skills
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Digital Video Feedback GroupOther
The digital video feedback intervention uses the SimCapture system to record students' physical assessment performance. Students practice selected physical assessment skills, including head and neck/lymphatic, musculoskeletal, and neurological assessments. Their recorded performances are reviewed by peers and instructors, who provide structured feedback based on standardized physical assessment evaluation criteria. Students review the feedback, modify their assessment techniques, and subsequently repeat the recording and feedback process.
Traditional Physical Assessment TeachingOther
Participants will receive traditional physical assessment instruction according to the standard course curriculum, including classroom instruction, instructor demonstration, and hands-on skills practice. Participants will also record and upload videos of their physical assessment skill performance as part of the course requirements. However, they will not participate in the structured video review and feedback activities provided to the Digital Video Feedback Group.
| Study group | Role | What they receive |
|---|---|---|
| Traditional Teaching Control Group | Active comparator | Participants will receive traditional physical assessment instruction according to the standard course curriculum, including classroom instruction, instructor demonstration, and hands-on skills practice. Participants will also record and upload videos of their physical assessment skill performance as part of the course requirements. However, they will not participate in the structured video review and feedback activities provided to the Digital Video Feedback Group. Receives: Other: Traditional Physical Assessment Teaching |
| Digital Video Feedback Group | Experimental | Participants will receive the standard physical assessment course and digital video feedback. Students will record their physical assessment skill performance, review the recorded videos, and receive structured feedback to support reflection and skill improvement. Receives: Other: Digital Video Feedback Group |
What is being measured
The primary outcome is the main question the study is designed to answer.
Physical Assessment Skill Performance
Physical assessment skill performance will be evaluated using the Physical Assessment Skills Performance Checklist. The checklist assesses students' ability to correctly perform essential physical assessment procedures. The total score ranges from 0 to 100, with higher scores indicating better physical assessment skill performance.
Measured: Baseline (Week 1), Week 9, and Week 18
Secondary outcomes (3)
Change in Motivated Strategies for Learning Questionnaire Score
Learning strategies and motivational beliefs will be assessed using an adapted version of the Motivated Strategies for Learning Questionnaire (MSLQ). The instrument uses a 7-point Likert scale and assesses motivational beliefs and self-regulated learning strategies, including self-efficacy, intrinsic value, cognitive strategy use, and self-regulation. The total score ranges from 44 to 302. Higher scores indicate greater levels of learning motivation and self-regulated learning strategies.
Measured: Baseline (Week 1), Week 9, and Week 18
ARCS-Based Learning Motivation Score
Learning motivation will be assessed using an Attention, Relevance, Confidence, and Satisfaction (ARCS)-based motivation scale assessing four domains: attention, relevance, confidence, and satisfaction. The scale consists of 16 items, with each item rated from 1 to 5. The total score ranges from 16 to 90, with higher scores indicating greater learning motivation.
Measured: Baseline (Week 1), Week 9, and Week 18
Anxiety
Anxiety will be assessed using the Visual Analogue Scale for Anxiety (VAS-A), ranging from 0 (not anxious at all) to 10 (extremely anxious), with higher scores indicating greater anxiety.
Measured: Baseline (Week 1), Week 9, and Week 18
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted17 Sep 2026
- Study start28 Oct 2026 (estimated)
- Primary completion28 Feb 2027 (estimated)
- Study completion28 Feb 2027 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (7)Papers the sponsor has linked to this study.
- Other trials for Physical Assessment SkillsStudies 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
- Masking
- None (open label)
- Enrolment
- 80 participants (estimated)
Sponsor and investigators
- Lead sponsor
- China Medical University Hospital
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Chih Jung Wu, China Medical University, China
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07825038
- Sponsor's protocol ID
- CRREC-115-158
- Other IDs
- PMN1151150
- Status last verified
- Sep 2026
- First submitted
- 8 Sep 2026
- Last updated
- 17 Sep 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided
Publications
Egilsdottir HO, Byermoen KR, Moen A, Eide H. Revitalizing physical assessment in undergraduate nursing education - what skills are important to learn, and how are these skills applied during clinical rotation? A cohort study. BMC Nurs. 2019 Sep 5;18:41. doi: 10.1186/s12912-019-0364-9. eCollection 2019.
PubMed 31516382Byermoen KR, Eide T, Egilsdottir HO, Eide H, Heyn LG, Moen A, Brembo EA. Nursing students' development of using physical assessment in clinical rotation-a stimulated recall study. BMC Nurs. 2022 May 10;21(1):110. doi: 10.1186/s12912-022-00879-1.
PubMed 35538573Byermoen KR, Brembo EA, Egilsdottir HO, Heyn LG, Moen A, Eide H. Reflection on actions: Identifying facilitators of and barriers to using physical assessment in clinical practice. Nurse Educ Pract. 2021 Jan;50:102913. doi: 10.1016/j.nepr.2020.102913. Epub 2020 Nov 6.
PubMed 33321269Begum DF. Challenges Faced by Nursing Students in Conducting Physical Assessments: An Integrative Review. International Journal of Environmental Sciences. 2025. doi:10.64252/NPMJ6H81
Bandura A. Social Learning Theory. Upper Saddle, NJ: Prentice-Hall; 1977.
Al-Chalabi N. Practicing Peer Physical Examination by Medical and Allied Health Professions Students: Why the Hesitation and Where are We Now? A Narrative Literature Review. Adv Med Educ Pract. 2024 May 31;15:513-525. doi: 10.2147/AMEP.S462588. eCollection 2024.
PubMed 38835810Abend R, Dan O, Maoz K, Raz S, Bar-Haim Y. Reliability, validity and sensitivity of a computerized visual analog scale measuring state anxiety. J Behav Ther Exp Psychiatry. 2014 Dec;45(4):447-53. doi: 10.1016/j.jbtep.2014.06.004. Epub 2014 Jun 18.
PubMed 24978117
Study at a glance
From the registry record, last updated by the sponsor on 17 Sep 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Enhancing Practical Competence in Physical Assessment Through Digital Video Feedback: A Teaching Practice in the Physical Examination and Assessment Course
- ClinicalTrials.gov ID
- NCT07825038
- Acronym / sponsor ID
- CRREC-115-158
- Conditions
- Physical Assessment Skills
- Keywords
- Physical Assessment Digital Video Feedback Video-Based Learning Nursing Education Clinical Skills
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 80 participants (estimated)
- Lead sponsor
- China Medical University HospitalUniversity, hospital or other
- Study start
- 28 Oct 2026 (estimated)
- Primary completion
- 28 Feb 2027 (estimated)
- Study completion
- 28 Feb 2027 (estimated)
- First posted
- 17 Sep 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.
This cluster randomized controlled trial aims to evaluate the effectiveness of a digital video feedback strategy in improving physical assessment skills, learning motivation, self-regulated learning, and anxiety among undergraduate nursing students. Approximately 80 second-year nursing students enrolled in a physical examination and assessment course will be assigned to either a digital video feedback intervention group or a traditional teaching control group using cluster randomization.
The intervention will be implemented in four physical assessment units, including head and neck/lymphatic assessment, musculoskeletal assessment, and two neurological assessment units. Students in the intervention group will record their physical assessment performance using a digital video system and receive structured feedback from peers and instructors. Outcomes will be assessed at baseline, mid-course, and at the end of the course.
Detailed description
Physical examination and assessment are fundamental competencies in nursing education and clinical practice. However, undergraduate nursing students may experience difficulties in mastering complex physical assessment procedures because of limited practice time, insufficient individualized feedback, and limited clinical experience.
Based on Bandura's Social Learning Theory, this study incorporates a digital video feedback strategy into an undergraduate physical examination and assessment course. The intervention emphasizes observation, practice, feedback, reflection, and behavioral modification.
Students assigned to the intervention group will record their performance of selected physical assessment procedures using the SimCapture digital platform. Recorded performances will be reviewed by peers and instructors, who will provide structured feedback based on standardized physical assessment evaluation criteria. Students will review the feedback, modify their performance, and subsequently repeat the recording and feedback process.
Four course units will be included in the intervention: head and neck/lymphatic assessment, musculoskeletal assessment, neurological assessment I, and neurological assessment II. The control group will initially receive conventional classroom instruction and independent practice. For educational equity, students in the control group will subsequently receive the digital video feedback activity after the planned comparison assessment.
Quantitative outcomes include physical assessment skill performance, learning strategies and motivation, learning motivation, and anxiety. Students' experiences with the digital video feedback strategy will also be explored using course evaluation and qualitative feedback.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Traditional Teaching Control Group | Active comparator | Other: Traditional Physical Assessment TeachingParticipants will receive traditional physical assessment instruction according to the standard course curriculum, including classroom instruction, instructor demonstration, and hands-on skills practice. Participants will also record and upload videos of their physical assessment skill performance as part of the course requirements. However, they will not participate in the structured video review and feedback activities provided to the Digital Video Feedback Group. |
| Digital Video Feedback Group | Experimental | Other: Digital Video Feedback GroupParticipants will receive the standard physical assessment course and digital video feedback. Students will record their physical assessment skill performance, review the recorded videos, and receive structured feedback to support reflection and skill improvement. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (2 listed)
- Second-year undergraduate nursing students enrolled in the Physical Examination and Assessment Practicum course at the participating university.
- Students who agree to participate in the study and provide informed consent.
Key exclusion criteria (1 listed)
- Students who are repeating the Physical Examination and Assessment Practicum course.
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 |
|---|---|---|
| Digital Video Feedback GroupThe digital video feedback intervention uses the SimCapture system to record students' physical assessment performance. Students practice selected physical assessment skills, including head and neck/lymphatic, musculoskeletal, and neurological assessments. Their recorded performances are reviewed by peers and instructors, who provide structured feedback based on standardized physical assessment evaluation criteria. Students review the feedback, modify their assessment techniques, and subsequently repeat the recording and feedback process. | Other | Digital Video Feedback Group |
| Traditional Physical Assessment TeachingParticipants will receive traditional physical assessment instruction according to the standard course curriculum, including classroom instruction, instructor demonstration, and hands-on skills practice. Participants will also record and upload videos of their physical assessment skill performance as part of the course requirements. However, they will not participate in the structured video review and feedback activities provided to the Digital Video Feedback Group. | Other | Traditional Teaching Control Group |
Primary outcome
Physical Assessment Skill Performance
Time frame: Baseline (Week 1), Week 9, and Week 18
Physical assessment skill performance will be evaluated using the Physical Assessment Skills Performance Checklist. The checklist assesses students' ability to correctly perform essential physical assessment procedures. The total score ranges from 0 to 100, with higher scores indicating better physical assessment skill performance.
3 secondary outcomes
Change in Motivated Strategies for Learning Questionnaire Score
Time frame: Baseline (Week 1), Week 9, and Week 18
ARCS-Based Learning Motivation Score
Time frame: Baseline (Week 1), Week 9, and Week 18
Anxiety
Time frame: Baseline (Week 1), Week 9, and Week 18
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 17 Sep 2026.
- Background: PubMed 31516382Egilsdottir HO, Byermoen KR, Moen A, Eide H. Revitalizing physical assessment in undergraduate nursing education - what skills are important to learn, and how are these skills applied during clinical rotation? A cohort study. BMC Nurs. 2019 Sep 5;18:41. doi: 10.1186/s12912-019-0364-9. eCollection 2019.
- Background: PubMed 35538573Byermoen KR, Eide T, Egilsdottir HO, Eide H, Heyn LG, Moen A, Brembo EA. Nursing students' development of using physical assessment in clinical rotation-a stimulated recall study. BMC Nurs. 2022 May 10;21(1):110. doi: 10.1186/s12912-022-00879-1.
- Background: PubMed 33321269Byermoen KR, Brembo EA, Egilsdottir HO, Heyn LG, Moen A, Eide H. Reflection on actions: Identifying facilitators of and barriers to using physical assessment in clinical practice. Nurse Educ Pract. 2021 Jan;50:102913. doi: 10.1016/j.nepr.2020.102913. Epub 2020 Nov 6.
- BackgroundBegum DF. Challenges Faced by Nursing Students in Conducting Physical Assessments: An Integrative Review. International Journal of Environmental Sciences. 2025. doi:10.64252/NPMJ6H81
- BackgroundBandura A. Social Learning Theory. Upper Saddle, NJ: Prentice-Hall; 1977.
- Background: PubMed 38835810Al-Chalabi N. Practicing Peer Physical Examination by Medical and Allied Health Professions Students: Why the Hesitation and Where are We Now? A Narrative Literature Review. Adv Med Educ Pract. 2024 May 31;15:513-525. doi: 10.2147/AMEP.S462588. eCollection 2024.
- Background: PubMed 24978117Abend R, Dan O, Maoz K, Raz S, Bar-Haim Y. Reliability, validity and sensitivity of a computerized visual analog scale measuring state anxiety. J Behav Ther Exp Psychiatry. 2014 Dec;45(4):447-53. doi: 10.1016/j.jbtep.2014.06.004. Epub 2014 Jun 18.
- Individual participant dataSharing planned: Undecided
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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.
Questions about this trial
What is this clinical trial studying?
A study testing Digital Video Feedback Group and Traditional Physical Assessment Teaching in people with Physical Assessment Skills, run by China Medical University Hospital.
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 2 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: opening soon, as of the sponsor's last update on 17 Sep 2026. Status can change between updates, so confirm with the study contact before making plans.
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 ChihJung Wu, PhD. (886-422053366 ext. 7110, elvaamy@gmail.com), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Physical Assessment Skill Performance (time frame: Baseline (Week 1), Week 9, and Week 18). 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 NCT07825038, which also lists 7 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 17 Sep 2026.