An interventional study of Simulation-Based Training and Standardized Patient-Based Training in Nursing Education, sponsored by Burdur Mehmet Akif Ersoy University. Not yet recruiting at 2 sites in Turkey (Türkiye). Open to participants aged 18 Years to 30 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-06-05.
Sponsored by Burdur Mehmet Akif Ersoy University · Not applicable, Interventional, and Other
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.
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.
Burdur Mehmet Akif Ersoy University is the lead sponsor of 48 studies on the registry; 17 are open to participants now.
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You can keep asking questions during the study, you are told of new information that matters, and you can choose to leave at any time.
Informed consent
Before you join, the study team explains what taking part involves — its purpose, what happens, the risks and possible benefits — and answers your questions, so you can decide freely. Consent is usually recorded on a form (the informed consent form, ICF) signed by you or, where the law allows, by someone legally authorised to decide for you.
You can keep asking questions during the study, you are told of new information that matters, and you can choose to leave at any time.
Explained by clinicaltrials.gg, not part of the registry record. The study team decides who can take part.
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.
Behavioral: Simulation-Based Training
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.
Behavioral: Standardized Patient-Based Training
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 training designed to improve nursing students' cardiopulmonary physical examination knowledge, skills, satisfaction, self-confidence, and clinical preparedness through structured interactions with trained standardized patients.
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.
Time frame: Immediately after completion of the training intervention
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.
Time frame: 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.
Time frame: 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.
Time frame: Immediately after training
State Anxiety Level
State anxiety scores measured using the State-Trait Anxiety Inventory (STAI). Higher scores indicate greater anxiety
Time frame: Baseline, immediately after training, and 1 month after training
Plan to share: No
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Start is estimated for May 2026; primary completion for Jun 2026, 1 month later.
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This study is not yet recruiting, as verified in Jun 2026. You cannot join it, but the record below documents what was studied.
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Burdur Mehmet Akif Ersoy University