SuicideNCT07913659
Effect of Clinical Simulation on Suicide Care Competency and Suicide Stigma Levels of Psychiatric Nursing Students
A study testing Suicide Scenario-Based Clinical Simulation in people with Suicide and Stigma, Social, run by Medipol University at 1 site in Turkey (Türkiye).
Trial summary
This study aims to examine the effect of a suicide scenario-based clinical simulation on nursing students' suicide care competency and suicide stigma levels. The study uses a single-group pre-test/post-test (quasi-experimental) design. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Suicide, Stigma, Social, Simulation Based Learning
- What is being tested?
- Suicide Scenario-Based Clinical Simulation
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 110 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 1 Oct 2026to 8 Oct 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 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Enrolled in the Mental Health and Diseases Nursing course (3rd year, English Program, Istanbul Medipol University)
- Willing to voluntarily participate and provide written informed consent
- No prior participation in a similar simulation-based training on approaching patients with suicidal ideation or risk
Who cannot join
- Refusal to participate in the study
- Absence during the simulation implementation session
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Istanbul Medipol University, Faculty of Health Sciences, Department of Nursing
Istanbul, 34810
About this study
Official title: The Effect of Clinical Simulation on Mental Health and Psychiatric Nursing Students' Suicide Care Competency and Suicide Stigma Levels
This study aims to examine the effect of a suicide scenario-based clinical simulation on nursing students' suicide care competency and suicide stigma levels. The study uses a single-group pre-test/post-test (quasi-experimental) design. Nursing students enrolled in a Mental Health and Psychiatric Nursing course at a foundation university in Istanbul, Türkiye, who have not previously participated in a similar simulation, are invited to take part.
Before the simulation, participants complete a set of questionnaires assessing their suicide care competency and attitudes toward suicide stigma. They then take part in a structured simulation session involving a standardized patient portraying a person with suicidal history and risk. The session includes a prebriefing phase, a 15-minute clinical encounter, and a 60-minute debriefing session guided by the PEARLS model. Immediately afterward, participants complete the same questionnaires again.
The purpose of the study is to determine whether simulation-based training improves nursing students' competency in caring for individuals at suicide risk and reduces stigmatizing attitudes toward suicide, and to contribute evidence on the use of simulation in psychiatric nursing education.
Read the detailed description
Design: This study was conducted using a single-group pre-test/post-test quasi-experimental design to evaluate the effect of a suicide scenario-based clinical simulation on nursing students' suicide care competency and suicide stigma levels.
Hypotheses:
H1: Post-test mean suicide care competency scores of nursing students who participate in the simulation will be higher than their pre-test mean scores.
H2: Post-test mean suicide stigma scores of nursing students who participate in the simulation will be lower than their pre-test mean scores.
Population and Sample: The study population consists of 3rd-year students enrolled in the Mental Health and Diseases Nursing course (English Program) at the Faculty of Health Sciences, Istanbul Medipol University, during the 2026-2027 fall semester (N=110). The sample consists of students who had not previously participated in a similar suicide scenario-based simulation and who agreed to participate voluntarily.
Data Collection Tools: A Personal Information Form (9 items; developed by the researchers, covering age, gender, marital status, prior experience with suicidal individuals, self-reported care competency, personal and family history related to suicidal ideation or attempt), the Suicide Care Competence Scale (SCCS; 18 items, 5 subscales; Sun et al., 2014; Turkish validity and reliability by Erfidan \& Büyükbayram Arslan, 2026; Cronbach α=0.85), and the Stigma of Suicide Scale (SOSS; 55 items, 3 subscales: Stigmatization, Isolation/Depression, Glorification/Normalization; Batterham, Calear \& Christensen, 2013; Turkish validity and reliability by Öztürk, Akın \& Durna, 2017; Cronbach α=0.90) were used.
Simulation Intervention: The intervention consisted of three sequential phases - prebriefing, clinical simulation, and debriefing - with identical learning objectives, environment, scenario, and procedures maintained across all participants to preserve intervention fidelity.
Prebriefing Phase: Conducted immediately before the simulation by the principal researcher, introducing the learning objectives, scenario, participant roles, expected timeline, debriefing process, and data collection instruments, and establishing a psychologically safe learning environment. Pre-test questionnaires (Personal Information Form, SCCS, SOSS) were completed at the end of this phase.
Clinical Simulation Phase: Each group of students engaged in an approximately 15-minute encounter with a standardized patient portraying a person with suicidal history and risk, communication difficulties, and nursing care needs. The scenario was set in a clinical inpatient context. Students practiced therapeutic communication and suicide risk assessment within a safe, realistic environment.
Debriefing Phase: A 60-minute structured session guided by the PEARLS (Promoting Excellence and Reflective Learning in Simulation) blended debriefing model, encompassing reaction, analysis, and summary phases. Post-test questionnaires (SCCS, SOSS) were completed immediately after the debriefing. Total session duration was approximately 2 hours.
Data Analysis Plan: Data are analyzed using SPSS 22.0. Descriptive statistics (mean, standard deviation, median, frequency, percentage) are used for quantitative and qualitative variables respectively. The paired-samples t-test is used to compare pre-test and post-test measurements. Pearson correlation analysis is used to assess relationships between variables. Statistical significance is evaluated at the 95% confidence level (p<0.05).
- Conditions
- Suicide, Stigma, Social, Simulation Based Learning, Nursing Students
- Being tested
- Suicide Scenario-Based Clinical Simulation
- Keywords
- Suicide, Suicide Stigma, Suicide Care Competency, Clinical Simulation, Students, Nursing, Psychiatric Nursing Education, Standardized Patient
- Medical subject headings
- Suicide, Social Stigma
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Suicide Scenario-Based Clinical SimulationBehavioural
A structured simulation-based intervention consisting of three phases: (1) Prebriefing: introduction of learning objectives, scenario, and roles; completion of pre-test questionnaires (Personal Information Form, Suicide Care Competence Scale, Stigma of Suicide Scale). (2) Clinical Simulation: a 15-minute standardized patient encounter in which nursing students practice therapeutic communication and suicide risk assessment with a patient portraying suicidal history and risk. (3) Debriefing: a 60-minute structured reflective session guided by the PEARLS model, followed by immediate post-test administration. Total duration approximately 2 hours.
| Study group | Role | What they receive |
|---|---|---|
| Experimental Group | Experimental | There is one group. All participants received a suicide scenario-based clinical simulation before their psychiatric clinical placement. The intervention consisted of three sequential phases - prebriefing, clinical simulation, and debriefing - with identical learning objectives, environment, scenario, and procedures maintained across all participants to preserve intervention fidelity. Receives: Behavioral: Suicide Scenario-Based Clinical Simulation |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in Suicide Care Competency
Measured by the Suicide Care Competence Scale (SCCS; 18 items, 5 subscales). Scores range from 18 to 90; higher scores indicate greater suicide care competency. Turkish validity and reliability established by Erfidan and Büyükbayram Arslan (2026); Cronbach alpha=0.85.
Measured: Baseline (pre-simulation) and immediately after debriefing (approximately 2 hours after baseline)
Change in Suicide Stigma Levels
Measured by the Stigma of Suicide Scale (SOSS; 55 items, 3 subscales: Stigmatization, Isolation/Depression, Glorification/Normalization). 5-point Likert scale. Turkish validity and reliability established by Öztürk, Akın and Durna (2017); Cronbach alpha=0.90.
Measured: Baseline (pre-simulation) and immediately after debriefing (approximately 2 hours after baseline)
Secondary outcomes (1)
Self-Perceived Care Competency for Suicidal Patients
Single-item visual analog scale (0-10) from the Personal Information Form assessing students' self-perceived competency in caring for patients admitted due to suicidal attempt.
Measured: Baseline only
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted3 Nov 2026
- Study start1 Oct 2026
- Primary completion8 Oct 2026
- Study completion8 Oct 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for SuicideStudies of the same condition, open and under way.
- More trials run by Medipol UniversityThe sponsor's other registered studies.
- 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
- Not applicable
- Intervention model
- Single group
- Model description
- Single-group pre-test/post-test quasi-experimental design. All participants receive the same simulation intervention and are assessed before and immediately after.
- Masking
- None (open label)
- Enrolment
- 110 participants (actual)
Sponsor and investigators
- Lead sponsor
- Medipol University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Merve Geylani, Medipol University
- Investigators
- Merve Geylani, phD, Principal investigator, Medipol University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07913659
- Sponsor's protocol ID
- E-10840098-50.04-6898
- Status last verified
- Oct 2026
- First submitted
- 28 Oct 2026
- Last updated
- 3 Nov 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Individual participant data will not be shared, as the study involves student participants whose confidentiality is protected under the ethics committee approval. Aggregate findings will be reported in peer-reviewed publications.
Publications
Sun FK, Chiang CY, Chen WJ, Wang RH, Huang HM, Lin HY. Development and psychometric testing of the Suicide Caring Competence Scale (SCCS) for family caregivers in Taiwan. Arch Psychiatr Nurs. 2014;28(4):284-9. doi:10.1016/j.apnu.2014.05.001 Erfidan SC, Büyükbayram Arslan A. Turkish Validity and Reliability Study of the Suicide Caring Competence Scale: A Methodological Study. Archives of Health Science and Research. 2026;13:1-9. doi:10.5152/ArcHealthSciRes.2026.25168 Batterham PJ, Calear AL, Christensen H. The Stigma of Suicide Scale: Psychometric properties and correlates of the stigma of suicide. Crisis. 2013;34(1):13-21. doi:10.1027/0227-5910/a000156 Öztürk A, Akın S, Durna Z. Testing the Psychometric Properties of the Turkish Version of the Stigma of Suicide Scale (SOSS) with a Sample of University Students. Journal of Psychiatric Nursing. 2017;8(2):102-109. Eppich W, Cheng A. Promoting Excellence and Reflective Learning in Simulation (PEARLS): Development and rationale for a blended approach to health care simulation debriefing. Simul Healthc. 2015;10(2):106-115. PMID:25710312 Goh YS, Selvarajan S, Chng ML, Tan CS, Yobas P. Using standardized patients in enhancing undergraduate students' learning experience in mental health nursing. Nurse Educ Today. 2016;45:167-172. PMID:27526302 Del Pozo-Herce P, Ruiz-Lozano RE, Tejada-Garrido CI, Morán-Rodríguez M, Alonso-Sangregorio M, Olmos-Jiménez R. Mental Health Nursing Student's Perception of Clinical Simulation about Patients at Risk of Suicide. Nurs Rep. 2024;14(1). doi:10.3390/nursrep14010049 PMID:38535721 Campbell C, Lugger M. Innovative Approaches to Mental Health Education: Standardized Patients and Tag Team Simulation. Issues Ment Health Nurs. 2025. doi:10.1080/01612840.2025.2474109 PMID:40068187 Shubel L, et al. Standardized Patients to Deliver or Evaluate Suicide Prevention Trainings for Health Professionals: A Scoping Review. Am J Pharm Educ. 2025. doi:10.1016/j.ajpe.2025.101497 PMID:40882819 Bruce E, Shaughne
Study at a glance
From the registry record, last updated by the sponsor on 3 Nov 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Clinical Simulation on Mental Health and Psychiatric Nursing Students' Suicide Care Competency and Suicide Stigma Levels
- ClinicalTrials.gov ID
- NCT07913659
- Acronym / sponsor ID
- E-10840098-50.04-6898
- Conditions
- Suicide, Stigma, Social, Simulation Based Learning, Nursing Students
- Keywords
- Suicide, Suicide Stigma, Suicide Care Competency, Clinical Simulation, Students, Nursing, Psychiatric Nursing Education, Standardized Patient
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 110 participants (actual)
- Lead sponsor
- Medipol UniversityUniversity, hospital or other
- Study start
- 1 Oct 2026 (actual)
- Primary completion
- 8 Oct 2026 (actual)
- Study completion
- 8 Oct 2026 (actual)
- First posted
- 3 Nov 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 study aims to examine the effect of a suicide scenario-based clinical simulation on nursing students' suicide care competency and suicide stigma levels. The study uses a single-group pre-test/post-test (quasi-experimental) design. Nursing students enrolled in a Mental Health and Psychiatric Nursing course at a foundation university in Istanbul, Türkiye, who have not previously participated in a similar simulation, are invited to take part.
Before the simulation, participants complete a set of questionnaires assessing their suicide care competency and attitudes toward suicide stigma. They then take part in a structured simulation session involving a standardized patient portraying a person with suicidal history and risk. The session includes a prebriefing phase, a 15-minute clinical encounter, and a 60-minute debriefing session guided by the PEARLS model. Immediately afterward, participants complete the same questionnaires again.
The purpose of the study is to determine whether simulation-based training improves nursing students' competency in caring for individuals at suicide risk and reduces stigmatizing attitudes toward suicide, and to contribute evidence on the use of simulation in psychiatric nursing education.
Detailed description
Design: This study was conducted using a single-group pre-test/post-test quasi-experimental design to evaluate the effect of a suicide scenario-based clinical simulation on nursing students' suicide care competency and suicide stigma levels.
Hypotheses:
H1: Post-test mean suicide care competency scores of nursing students who participate in the simulation will be higher than their pre-test mean scores.
H2: Post-test mean suicide stigma scores of nursing students who participate in the simulation will be lower than their pre-test mean scores.
Population and Sample: The study population consists of 3rd-year students enrolled in the Mental Health and Diseases Nursing course (English Program) at the Faculty of Health Sciences, Istanbul Medipol University, during the 2026-2027 fall semester (N=110). The sample consists of students who had not previously participated in a similar suicide scenario-based simulation and who agreed to participate voluntarily.
Data Collection Tools: A Personal Information Form (9 items; developed by the researchers, covering age, gender, marital status, prior experience with suicidal individuals, self-reported care competency, personal and family history related to suicidal ideation or attempt), the Suicide Care Competence Scale (SCCS; 18 items, 5 subscales; Sun et al., 2014; Turkish validity and reliability by Erfidan \& Büyükbayram Arslan, 2026; Cronbach α=0.85), and the Stigma of Suicide Scale (SOSS; 55 items, 3 subscales: Stigmatization, Isolation/Depression, Glorification/Normalization; Batterham, Calear \& Christensen, 2013; Turkish validity and reliability by Öztürk, Akın \& Durna, 2017; Cronbach α=0.90) were used.
Simulation Intervention: The intervention consisted of three sequential phases - prebriefing, clinical simulation, and debriefing - with identical learning objectives, environment, scenario, and procedures maintained across all participants to preserve intervention fidelity.
Prebriefing Phase: Conducted immediately before the simulation by the principal researcher, introducing the learning objectives, scenario, participant roles, expected timeline, debriefing process, and data collection instruments, and establishing a psychologically safe learning environment. Pre-test questionnaires (Personal Information Form, SCCS, SOSS) were completed at the end of this phase.
Clinical Simulation Phase: Each group of students engaged in an approximately 15-minute encounter with a standardized patient portraying a person with suicidal history and risk, communication difficulties, and nursing care needs. The scenario was set in a clinical inpatient context. Students practiced therapeutic communication and suicide risk assessment within a safe, realistic environment.
Debriefing Phase: A 60-minute structured session guided by the PEARLS (Promoting Excellence and Reflective Learning in Simulation) blended debriefing model, encompassing reaction, analysis, and summary phases. Post-test questionnaires (SCCS, SOSS) were completed immediately after the debriefing. Total session duration was approximately 2 hours.
Data Analysis Plan: Data are analyzed using SPSS 22.0. Descriptive statistics (mean, standard deviation, median, frequency, percentage) are used for quantitative and qualitative variables respectively. The paired-samples t-test is used to compare pre-test and post-test measurements. Pearson correlation analysis is used to assess relationships between variables. Statistical significance is evaluated at the 95% confidence level (p<0.05).
Study design
- Primary purpose
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
- Model description
- Single-group pre-test/post-test quasi-experimental design. All participants receive the same simulation intervention and are assessed before and immediately after.
| Arm | Type | Receives |
|---|---|---|
| Experimental Group | Experimental | Behavioral: Suicide Scenario-Based Clinical SimulationThere is one group. All participants received a suicide scenario-based clinical simulation before their psychiatric clinical placement. The intervention consisted of three sequential phases - prebriefing, clinical simulation, and debriefing - with identical learning objectives, environment, scenario, and procedures maintained across all participants to preserve intervention fidelity. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- Enrolled in the Mental Health and Diseases Nursing course (3rd year, English Program, Istanbul Medipol University)
- Willing to voluntarily participate and provide written informed consent
- No prior participation in a similar simulation-based training on approaching patients with suicidal ideation or risk
Key exclusion criteria (2 listed)
- Refusal to participate in the study
- Absence during the simulation implementation session
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 |
|---|---|---|
| Suicide Scenario-Based Clinical SimulationA structured simulation-based intervention consisting of three phases: (1) Prebriefing: introduction of learning objectives, scenario, and roles; completion of pre-test questionnaires (Personal Information Form, Suicide Care Competence Scale, Stigma of Suicide Scale). (2) Clinical Simulation: a 15-minute standardized patient encounter in which nursing students practice therapeutic communication and suicide risk assessment with a patient portraying suicidal history and risk. (3) Debriefing: a 60-minute structured reflective session guided by the PEARLS model, followed by immediate post-test administration. Total duration approximately 2 hours. | Behavioural | Experimental Group |
Primary outcome
Change in Suicide Care Competency
Time frame: Baseline (pre-simulation) and immediately after debriefing (approximately 2 hours after baseline)
Measured by the Suicide Care Competence Scale (SCCS; 18 items, 5 subscales). Scores range from 18 to 90; higher scores indicate greater suicide care competency. Turkish validity and reliability established by Erfidan and Büyükbayram Arslan (2026); Cronbach alpha=0.85.
Change in Suicide Stigma Levels
Time frame: Baseline (pre-simulation) and immediately after debriefing (approximately 2 hours after baseline)
Measured by the Stigma of Suicide Scale (SOSS; 55 items, 3 subscales: Stigmatization, Isolation/Depression, Glorification/Normalization). 5-point Likert scale. Turkish validity and reliability established by Öztürk, Akın and Durna (2017); Cronbach alpha=0.90.
1 secondary outcome
Self-Perceived Care Competency for Suicidal Patients
Time frame: Baseline only
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 3 Nov 2026.
- BackgroundSun FK, Chiang CY, Chen WJ, Wang RH, Huang HM, Lin HY. Development and psychometric testing of the Suicide Caring Competence Scale (SCCS) for family caregivers in Taiwan. Arch Psychiatr Nurs. 2014;28(4):284-9. doi:10.1016/j.apnu.2014.05.001 Erfidan SC, Büyükbayram Arslan A. Turkish Validity and Reliability Study of the Suicide Caring Competence Scale: A Methodological Study. Archives of Health Science and Research. 2026;13:1-9. doi:10.5152/ArcHealthSciRes.2026.25168 Batterham PJ, Calear AL, Christensen H. The Stigma of Suicide Scale: Psychometric properties and correlates of the stigma of suicide. Crisis. 2013;34(1):13-21. doi:10.1027/0227-5910/a000156 Öztürk A, Akın S, Durna Z. Testing the Psychometric Properties of the Turkish Version of the Stigma of Suicide Scale (SOSS) with a Sample of University Students. Journal of Psychiatric Nursing. 2017;8(2):102-109. Eppich W, Cheng A. Promoting Excellence and Reflective Learning in Simulation (PEARLS): Development and rationale for a blended approach to health care simulation debriefing. Simul Healthc. 2015;10(2):106-115. PMID:25710312 Goh YS, Selvarajan S, Chng ML, Tan CS, Yobas P. Using standardized patients in enhancing undergraduate students' learning experience in mental health nursing. Nurse Educ Today. 2016;45:167-172. PMID:27526302 Del Pozo-Herce P, Ruiz-Lozano RE, Tejada-Garrido CI, Morán-Rodríguez M, Alonso-Sangregorio M, Olmos-Jiménez R. Mental Health Nursing Student's Perception of Clinical Simulation about Patients at Risk of Suicide. Nurs Rep. 2024;14(1). doi:10.3390/nursrep14010049 PMID:38535721 Campbell C, Lugger M. Innovative Approaches to Mental Health Education: Standardized Patients and Tag Team Simulation. Issues Ment Health Nurs. 2025. doi:10.1080/01612840.2025.2474109 PMID:40068187 Shubel L, et al. Standardized Patients to Deliver or Evaluate Suicide Prevention Trainings for Health Professionals: A Scoping Review. Am J Pharm Educ. 2025. doi:10.1016/j.ajpe.2025.101497 PMID:40882819 Bruce E, Shaughne
- Individual participant dataSharing planned: No. Individual participant data will not be shared, as the study involves student participants whose confidentiality is protected under the ethics committee approval. Aggregate findings will be reported in peer-reviewed publications.
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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.
Merve Geylani, phD principal investigator
Medipol University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Suicide Scenario-Based Clinical Simulation in people with Suicide and Stigma, Social, run by Medipol 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 3 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 3 Nov 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 Suicide Care Competency (time frame: Baseline (pre-simulation) and immediately after debriefing (approximately 2 hours after baseline)). 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?
On the ClinicalTrials.gov record for NCT07913659, which also lists 1 linked publication.
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 3 Nov 2026.