Effects of Video-recorded Role-play and Guided Reflection on Nursing Student Empathy, Caring Behavior, and Competence

Competence Clinical Trial

Official title:

Effects of Video-recorded Role-play and Guided Reflection on Nursing Student Empathy, Caring Behavior, and Competence: A Two-group Pretest-posttest Study

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT05482984
• Other study ID #: 21MMHIS315e
• Status: Completed
• Phase: N/A
• Start date: February 1, 2022
• Est. completion date: June 30, 2022

Study information

• Verified date: July 2022
• Source: Mackay Medical College
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

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.

Description:

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.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 72
• Est. completion date: June 30, 2022
• Est. primary completion date: June 30, 2022
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 18 Years and older

Eligibility

Inclusion Criteria:

• (1) Students who were first-year nursing students at college,

• (2) could communicate using Mandarin or Taiwanese,

• (3) were willing to participate in this study and agreed to cooperate with the completion of the questionnaire.

Exclusion Criteria:

• deafness or a diagnosis of cognitive disorder according to various information sources, such as school health information and notification from parents.

Related Conditions & MeSH terms

• Competence

Intervention

Other:
• 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.

Locations

Country	Name	City	State
Taiwan	Department of Nursing	New Taipei City

Sponsors (1)

Lead Sponsor	Collaborator
Mackay Medical College

Country where clinical trial is conducted

Taiwan, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	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.	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.
Secondary	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.	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.
Secondary	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.	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.