NCT Number: NCT07667075
This study aims to evaluate the effects of a role-playing method in epilepsy teaching on nurse-patient communication skills, self-efficacy, and knowledge among undergraduate nursing students in Hainan Province, China. Participants will be undergraduate nursing students who meet the eligibility criteria. They will be assigned to either an intervention group or a control group. The intervention group will receive epilepsy teaching using the role-playing method, while the control group will receive conventional teaching. The outcomes will include nurse-patient communication skills, self-efficacy, and epilepsy-related knowledge. The findings of this study may provide evidence for improving nursing education methods and enhancing undergraduate nursing students' learning outcomes.
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Notify Me18 year–30 year
All sexes
Interventional
Not applicable
Hainan Medical University, Haikou, Hainan, China
Epilepsy is a common neurological disorder, and nurses play an important role in patient education, communication, and care. Undergraduate nursing students need to develop sufficient epilepsy-related knowledge, confidence, and communication skills before entering clinical practice. Traditional teaching methods may not fully support the development of practical communication skills. Role-playing is an interactive teaching method that allows students to practice nurse-patient communication in simulated clinical scenarios.
This study will examine whether the role-playing method in epilepsy teaching can improve nurse-patient communication skills, self-efficacy, and knowledge among undergraduate nursing students in Hainan Province, China. Eligible participants will be assigned to an intervention group or a control group. The intervention group will receive epilepsy teaching using role-playing activities based on nurse-patient communication scenarios, while the control group will receive conventional teaching. Outcomes will be assessed using appropriate measurement tools before and after the intervention.
The results of this study are expected to provide evidence for the application of role-playing methods in nursing education and may help improve the teaching of epilepsy-related nursing care.
Healthy volunteers accepted: Yes
Only the study team can determine whether someone qualifies for participation.
Inclusion criteria
Students who have not received previous training in epilepsy. Students who are able to use a smartphone to complete the questionnaires. Students who are unfamiliar with the role-playing method.
Exclusion criteria
The intervention consists of epilepsy teaching delivered through structured role-playing activities. Students will participate in simulated nurse-patient communication scenarios related to epilepsy care, including seizure recognition, nursing response, patient education, and communication with patients and family members.
The control group will receive conventional lecture-based teaching on epilepsy care. The teaching will focus on epilepsy-related knowledge and nursing care content through regular classroom instruction.
Time frame: Baseline, Week 3, and Week 8
Knowledge of epilepsy will be assessed using a Knowledge of Epilepsy Questionnaire. The score will be used to evaluate students' epilepsy-related knowledge before and after the teaching intervention. Higher scores indicate better knowledge of epilepsy.
Time frame: Baseline, Week 3, and Week 8
General self-efficacy will be assessed using the General Self-Efficacy Scale. The score will be used to evaluate students' confidence in their ability to manage learning and task-related challenges. Higher scores indicate higher general self-efficacy.
Time frame: Week 6
Nurse-patient communication skills will be assessed after the role-playing intervention using a standardized communication skills assessment tool. The assessment will evaluate students' communication performance in simulated nurse-patient scenarios.
Time frame: Week 6 and Week 8
Student satisfaction with the role-playing teaching method will be assessed using a student satisfaction questionnaire. Higher scores indicate higher satisfaction with the teaching method.
Time frame: Week 6
Students' role-play performance will be assessed after the intervention using a standardized performance evaluation form. The assessment will evaluate students' performance in simulated epilepsy care scenarios.
Time frame: Week 6 and Week 8
Student satisfaction with the role-playing method in epilepsy teaching will be assessed using a student satisfaction questionnaire. The score will be used to evaluate students' satisfaction with the teaching method after the intervention. Higher scores indicate higher satisfaction.
Universiti Teknologi Malaysia
Other
The Effects of Role-Playing Method in Epilepsy Teaching on Nurse-Patient Communication Skills, Self-Efficacy, and Knowledge Among Undergraduate Nursing Students in Hainan Province, China
Acronym: RPET
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