Role-Playing Method in Epilepsy Teaching Among Nursing Students (RPET)
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
研究概览
详细说明
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.
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
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Hainan
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Haikou、Hainan、中国
- Hainan Medical University
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Haikou、Hainan、中国
- Hainan Vocational University of Science and Technology
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参与标准
资格标准
适合学习的年龄
- 成人
接受健康志愿者
描述
Inclusion Criteria:
- Third-year undergraduate nursing students enrolled in September 2021 at Hainan Vocational University of Science and Technology and Hainan Medical University.
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:
- Students who are on long leaves of absence. Students who are absent from training sessions for more than one session. Students who are enrolled in another study.
学习计划
研究是如何设计的？
设计细节
- 主要用途：其他
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：双倍的
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
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实验性的：Role-Playing Method Group
Participants in this group will receive epilepsy teaching using the role-playing method.
The teaching includes structured role-play activities and simulated nurse-patient communication scenarios related to epilepsy care.
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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.
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有源比较器：Lecture-Based Teaching Group
Participants in this group will receive conventional lecture-based epilepsy teaching.
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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.
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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Change in Knowledge of Epilepsy Score
大体时间：Baseline, Week 3, and Week 8
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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.
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Baseline, Week 3, and Week 8
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Change in General Self-Efficacy Score
大体时间：Baseline, Week 3, and Week 8
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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.
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Baseline, Week 3, and Week 8
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次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Nurse-Patient Communication Skills Score
大体时间：Week 6
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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.
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Week 6
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Student Satisfaction Score
大体时间：Week 6 and Week 8
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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.
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Week 6 and Week 8
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Role-Play Performance Score
大体时间：Week 6
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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.
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Week 6
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Student Satisfaction Score
大体时间：Week 6 and Week 8
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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.
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Week 6 and Week 8
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合作者和调查者
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
与本研究相关的术语
其他研究编号
- RP-EPI-RCT-2026
- REC/02/2024 (PG/MR/90) (其他标识符：Universiti Teknologi MARA Research Ethics Committee)
计划个人参与者数据 (IPD)
计划共享个人参与者数据 (IPD)？
IPD 计划说明
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