Nursing EducationNCT07845279
Effects of Case-Based Learning in Nursing Ethics Education
A study testing Case-Based Learning and Standard Ethics Education in people with Nursing Education, run by Bilecik Seyh Edebali Universitesi at 1 site in Turkey (Türkiye).
Trial summary
This randomized controlled study evaluated the effect of case-based learning on nursing students' ethical values and perceptions of caring behaviors. Nursing students enrolled in a Professional Ethics course were randomly assigned to a case-based education group or a standard education group. 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
- What is being tested?
- Case-Based Learning and Standard Ethics Education
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 79 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 30 Apr 2025to 30 Jun 2025
- 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 an undergraduate nursing student in the Professional Ethics course during the 2024-2025 academic year
- Being 18 years of age or older
- Volunteering to participate in the study
- Providing informed consent
Who cannot join
- Having previously received formal education or training on nursing ethics
- Not completing the baseline assessment
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effect of Case-Based Learning on Nursing Students' Ethical Values and Perceptions of Caring Behaviors: A Randomized Controlled Study
This randomized controlled study evaluated the effect of case-based learning on nursing students' ethical values and perceptions of caring behaviors. Nursing students enrolled in a Professional Ethics course were randomly assigned to a case-based education group or a standard education group. Both groups received theoretical education on ethical values, ethical dilemmas, and ethical decision-making. In addition to the standard education, students in the case-based education group participated in 30-minute ethical case discussions once a week for eight weeks. Ethical values and perceptions of caring behaviors were measured before and immediately after the intervention.
Read the detailed description
This study was conducted as a single-center, two-parallel-group, pretest-posttest randomized controlled study with nursing students enrolled in a Professional Ethics course during the spring semester of the 2024-2025 academic year. A total of 79 students who met the eligibility criteria and agreed to participate were randomly assigned using the RAND function in Microsoft Excel to either the case-based education group (n=40) or the standard education group (n=39).
Both groups received standard theoretical education covering ethical values, ethical dilemmas, and the ethical decision-making process. After the theoretical education, baseline data were collected using the Personal Information Form, the Ethical Values Scale for Students in Health Sciences, and the Caring Behaviors Inventory-24.
Students in the case-based education group additionally participated in structured ethical case discussions for 30 minutes once a week over eight weeks. During these sessions, students identified ethical dilemmas and relevant ethical values, evaluated possible solutions, and explained their decisions with justification under the guidance of the researchers. Students in the standard education group continued the standard course without participating in the ethical case discussions.
Immediately after the eight-week intervention period, the Ethical Values Scale for Students in Health Sciences and the Caring Behaviors Inventory-24 were readministered to both groups. The primary purpose was to determine whether case-based learning improved students' ethical values and perceptions of caring behaviors compared with standard education.
- Conditions
- Nursing Education
- Being tested
- Case-Based Learning, Standard Ethics Education
- Keywords
- Case-Based Learning, Nursing Students, Ethics Education, Ethical Values, Caring Behaviors, Randomized Controlled Trial
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Case-Based LearningBehavioural
Participants received standard theoretical education on ethical values, ethical dilemmas, and ethical decision-making. In addition, they participated in 30-minute structured case discussions once a week for eight weeks. During these sessions, students identified ethical dilemmas and relevant ethical values, evaluated possible solutions, and justified their decisions under the guidance of the researchers.
Standard Ethics EducationBehavioural
Participants received theoretical education on ethical values, ethical dilemmas, and ethical decision-making as part of the standard Professional Ethics course. The education was delivered according to the standard course curriculum.
| Study group | Role | What they receive |
|---|---|---|
| Case-Based Learning | Experimental | Participants received standard theoretical education on ethical values, ethical dilemmas, and ethical decision-making. In addition, they participated in 30-minute structured ethical case discussions once a week for eight weeks. Receives: Behavioral: Case-Based Learning; Behavioral: Standard Ethics Education |
| Standard Education Group | Active comparator | Participants received standard theoretical education on ethical values, ethical dilemmas, and ethical decision-making and continued the standard course process for eight weeks without participating in the structured ethical case discussions. Receives: Behavioral: Standard Ethics Education |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in Ethical Values Scale Score
Ethical values were assessed using the Ethical Values Scale for Students Studying in Health Sciences. The scale consists of 27 items and includes the Responsibility Awareness, Fairness, and Respect subscales. The total score ranges from 27 to 135, with higher scores indicating higher levels of ethical values. Change was evaluated by comparing total scores obtained at baseline and immediately after the eight-week educational intervention.
Measured: Baseline and immediately after the 8-week intervention
Change in Caring Behaviors Inventory-24 Score
Perceptions of caring behaviors were assessed using the Caring Behaviors Inventory-24. The inventory consists of 24 items and includes the Assurance, Knowledge and Skill, Respectful, and Connectedness subscales. The total mean score ranges from 1 to 6, with higher scores indicating more positive perceptions of caring behaviors. Change was evaluated by comparing total mean scores obtained at baseline and immediately after the eight-week educational intervention.
Measured: Baseline and immediately after the 8-week intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted28 Sep 2026
- Study start30 Apr 2025
- Primary completion30 Jun 2025
- Study completion30 Jun 2025
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 were randomly assigned to two parallel groups: a case-based education group and a standard education group.
- Masking
- None (open label)
- Enrolment
- 79 participants (actual)
Sponsor and investigators
- Lead sponsor
- Bilecik Seyh Edebali Universitesi
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07845279
- Sponsor's protocol ID
- BSEU-CBL-ETHICS-2024
- Status last verified
- Sep 2026
- First submitted
- 22 Sep 2026
- Last updated
- 30 Sep 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: De-identified individual participant data underlying the results reported in this article may be shared upon reasonable request.
Study at a glance
From the registry record, last updated by the sponsor on 30 Sep 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Case-Based Learning on Nursing Students' Ethical Values and Perceptions of Caring Behaviors: A Randomized Controlled Study
- ClinicalTrials.gov ID
- NCT07845279
- Acronym / sponsor ID
- BSEU-CBL-ETHICS-2024
- Conditions
- Nursing Education
- Keywords
- Case-Based Learning, Nursing Students, Ethics Education, Ethical Values, Caring Behaviors, Randomized Controlled Trial
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 79 participants (actual)
- Lead sponsor
- Bilecik Seyh Edebali UniversitesiUniversity, hospital or other
- Study start
- 30 Apr 2025 (actual)
- Primary completion
- 30 Jun 2025 (actual)
- Study completion
- 30 Jun 2025 (actual)
- First posted
- 28 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 randomized controlled study evaluated the effect of case-based learning on nursing students' ethical values and perceptions of caring behaviors. Nursing students enrolled in a Professional Ethics course were randomly assigned to a case-based education group or a standard education group. Both groups received theoretical education on ethical values, ethical dilemmas, and ethical decision-making. In addition to the standard education, students in the case-based education group participated in 30-minute ethical case discussions once a week for eight weeks. Ethical values and perceptions of caring behaviors were measured before and immediately after the intervention.
Detailed description
This study was conducted as a single-center, two-parallel-group, pretest-posttest randomized controlled study with nursing students enrolled in a Professional Ethics course during the spring semester of the 2024-2025 academic year. A total of 79 students who met the eligibility criteria and agreed to participate were randomly assigned using the RAND function in Microsoft Excel to either the case-based education group (n=40) or the standard education group (n=39).
Both groups received standard theoretical education covering ethical values, ethical dilemmas, and the ethical decision-making process. After the theoretical education, baseline data were collected using the Personal Information Form, the Ethical Values Scale for Students in Health Sciences, and the Caring Behaviors Inventory-24.
Students in the case-based education group additionally participated in structured ethical case discussions for 30 minutes once a week over eight weeks. During these sessions, students identified ethical dilemmas and relevant ethical values, evaluated possible solutions, and explained their decisions with justification under the guidance of the researchers. Students in the standard education group continued the standard course without participating in the ethical case discussions.
Immediately after the eight-week intervention period, the Ethical Values Scale for Students in Health Sciences and the Caring Behaviors Inventory-24 were readministered to both groups. The primary purpose was to determine whether case-based learning improved students' ethical values and perceptions of caring behaviors compared with standard education.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- Participants were randomly assigned to two parallel groups: a case-based education group and a standard education group.
| Arm | Type | Receives |
|---|---|---|
| Case-Based Learning | Experimental | Behavioral: Case-Based Learning, Behavioral: Standard Ethics EducationParticipants received standard theoretical education on ethical values, ethical dilemmas, and ethical decision-making. In addition, they participated in 30-minute structured ethical case discussions once a week for eight weeks. |
| Standard Education Group | Active comparator | Behavioral: Standard Ethics EducationParticipants received standard theoretical education on ethical values, ethical dilemmas, and ethical decision-making and continued the standard course process for eight weeks without participating in the structured ethical case discussions. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (4 listed)
- Being enrolled as an undergraduate nursing student in the Professional Ethics course during the 2024-2025 academic year
- Being 18 years of age or older
- Volunteering to participate in the study
- Providing informed consent
Key exclusion criteria (2 listed)
- Having previously received formal education or training on nursing ethics
- Not completing the baseline assessment
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 |
|---|---|---|
| Case-Based LearningParticipants received standard theoretical education on ethical values, ethical dilemmas, and ethical decision-making. In addition, they participated in 30-minute structured case discussions once a week for eight weeks. During these sessions, students identified ethical dilemmas and relevant ethical values, evaluated possible solutions, and justified their decisions under the guidance of the researchers. | Behavioural | Case-Based Learning |
| Standard Ethics EducationParticipants received theoretical education on ethical values, ethical dilemmas, and ethical decision-making as part of the standard Professional Ethics course. The education was delivered according to the standard course curriculum. | Behavioural | Case-Based Learning, Standard Education Group |
Primary outcome
Change in Ethical Values Scale Score
Time frame: Baseline and immediately after the 8-week intervention
Ethical values were assessed using the Ethical Values Scale for Students Studying in Health Sciences. The scale consists of 27 items and includes the Responsibility Awareness, Fairness, and Respect subscales. The total score ranges from 27 to 135, with higher scores indicating higher levels of ethical values. Change was evaluated by comparing total scores obtained at baseline and immediately after the eight-week educational intervention.
Change in Caring Behaviors Inventory-24 Score
Time frame: Baseline and immediately after the 8-week intervention
Perceptions of caring behaviors were assessed using the Caring Behaviors Inventory-24. The inventory consists of 24 items and includes the Assurance, Knowledge and Skill, Respectful, and Connectedness subscales. The total mean score ranges from 1 to 6, with higher scores indicating more positive perceptions of caring behaviors. Change was evaluated by comparing total mean scores obtained at baseline and immediately after the eight-week educational intervention.
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 30 Sep 2026.
- Individual participant dataSharing planned: Yes. De-identified individual participant data underlying the results reported in this article may be shared upon reasonable request.
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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 Case-Based Learning and Standard Ethics Education in people with Nursing Education, run by Bilecik Seyh Edebali Universitesi 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 4 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 30 Sep 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?
Change in Ethical Values Scale Score (time frame: Baseline and immediately after the 8-week intervention). The study lists 2 primary outcomes in all. 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 30 Sep 2026; AzTrials last refreshed its copy on 31 Oct 2026.