An interventional study of video-recorded role-play and guided reflection in Competence, sponsored by Mackay Medical College. Completed at 1 site in Taiwan. Open to participants aged 18 Years and older, including healthy volunteers. Per ClinicalTrials.gov, last updated 2022-08-01.
Sponsored by Mackay Medical College · Not applicable, Interventional, and Other
Objectives: To examine the differences in nursing student empathy, caring behaviour, and competence between the experimental and control groups before and after educational intervention, and to predict the factors affecting their core competencies.
Design: The investigators used a two-group pretest and post-test quasi-experimental design.
Setting: The experiment was conducted at a college in northern Taiwan. Participants: First-year nursing students from medical schools in Taiwan participated in our study.
Methods: Data were collected between March and May 2022. The learning method used with the intervention group was role-playing with videos and guided reflection. The control group was exposed to classroom lectures without video-recorded role-play and guided reflection. Empathy, caring behaviour, and competence were measured using the Jefferson Scale of Empathy- Healthcare Providers, the Caring Behaviours Scale, and the Nursing Student Competence Scale.
Mackay Medical College is the lead sponsor of 20 studies on the registry; 8 are open to participants now.
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Exclusion Criteria:
The learning method used with the intervention group was role-playing with videos and guided reflection.
Other: video-recorded role-play and guided reflection
The control group was exposed to classroom lectures without video-recorded role-play and guided reflection.
The experimental group was divided into 6 teams. Before the course, the teacher in charge and each group developed six scenarios: restraint, suicidal intent, respiratory distress, chronic heart failure, medication refusal, and accidental amputation. The researcher guided each group to write scripts about the clinical situations (30 minutes), create role-play videos (50 minutes), and share literature that was helpful in understanding this context (30 minutes). Each student played a role in the filming process. The final film was viewed by all the students during class. Each live class session was 50 minutes in length, with one session per week for 6 weeks. All students were asked to attend six video-viewing sessions and participate in a reflective discussion.
Change from Nursing Student Competence Scale
The Nursing Student Competence Scale was used to measure students' nursing competence (Huang et al., 2022). Total scale scores ranged from 30 to 150. Higher scores indicate better nursing competence.
Time frame: Baseline data were collected 1 week prior to the intervention study. The second data were collected 1 week after the implementation of the intervention and up to 2 weeks.
Change from Jefferson Scale of Empathy- Healthcare Providers
Empathy was measured using the Chinese version of the Jefferson Scale of Empathy- Healthcare Providers, developed based on a literature review (Cheng et al., 2011). Total scale scores ranged from 20 to 140. Higher scores indicate more positive empathy.
Time frame: Baseline data were collected 1 week prior to the intervention study. The second data were collected 1 week after the implementation of the intervention and up to 2 weeks.
Change from Caring Behaviours Scale
The Caring Behaviours Scale, with 27 items, was used to measure students' caring behaviours (Lin, 2001; Pai et al., 2013). Total scale scores ranged from 27 to 108. Higher scores indicate a greater frequency of caring behaviors.
Time frame: Baseline data were collected 1 week prior to the intervention study. The second data were collected 1 week after the implementation of the intervention and up to 2 weeks.
Plan to share: No
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This study is completed, as verified in Jul 2022. You cannot join it, but the record below documents what was studied.
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