Effects of Video-recorded Role-play and Guided Reflection on Nursing Student Empathy, Caring Behavior, and Competence
- Conditions
- Competence
- Interventions
- Other: video-recorded role-play and guided reflection
- Registration Number
- NCT05482984
- Lead Sponsor
- Mackay Medical College
- Brief 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.
- Detailed 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 & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 72
- (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.
- deafness or a diagnosis of cognitive disorder according to various information sources, such as school health information and notification from parents.
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Lectures with video-recorded role-play and guided reflection video-recorded role-play and guided reflection The learning method used with the intervention group was role-playing with videos and guided reflection.
- Primary Outcome Measures
Name Time Method Change from Nursing Student Competence Scale 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. 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.
- Secondary Outcome Measures
Name Time Method Change from Jefferson Scale of Empathy- Healthcare Providers 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. 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.
Change from Caring Behaviours Scale 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. 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.
Trial Locations
- Locations (1)
Department of Nursing
🇨🇳New Taipei City, Taiwan