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

Study Overview
=================
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.

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

Conditions
-----------------
Competence

Intervention / Treatment
-----------------
* Other: video-recorded role-play and guided reflection


Participation Criteria
=================
Eligibility Criteria
-----------------
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.

Ages Eligible for Study
-----------------
Minimum Age: 18 Years

Sexes Eligible for Study
-----------------
All

Accepts Healthy Volunteers
-----------------
Accepts Healthy Volunteers

Study Plan
=================
How is the study designed?
-----------------

Design Details

Primary Purpose: Other
Allocation: Non-Randomized
Intervention Model: Parallel Assignment
Interventional Model Description: The investigators used a two-group pretest and post-test quasi-experimental design.
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Lectures with video-recorded role-play and guided reflection<br>The learning method used with the intervention group was role-playing with videos and guided reflection. | Other: video-recorded role-play and guided reflection<br>* 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.<br>|
| No Intervention: Lectures without video-recorded role-play and guided reflection<br>The control group was exposed to classroom lectures without video-recorded role-play and guided reflection. | |

What is the study measuring?
-----------------
Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| 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 Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| 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. | 
| 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. | 

 Terms related to the study
=================
Keywords Provided by Centre Hospitalier Valida
-----------------
empathy, caring behavior, nursing competence, role play, reflection