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IRCT2017091636215N1 IRCT 2017-10-15 Deputy of Research of Iran University of Medical Sciences Effect of role play training on nursing students' learning outcomes Effect of role play training on nursing students' learning outcomes based on kirkpatrick's evaluation model 2017-10-23 anticipated 160 Complete https://irct.ir/trial/27143 interventional Randomization: Randomized, Blinding: Single blinded, Placebo: Not used, Assignment: Single, Purpose: Other. N/A Patient satisfaction. Intervention 1: Intervention group: The curriculum of patient education according to the program and headline provided by the Ministry of Health and Medical Education in two theoretical ) in the form of lectures and questions and answers( and practical parts (selection of illness around patient education based on nursing unit of adults, elderly (1) including orthopedic, gastrointestinal and electrolyte disorders and writing scenarios and implementing them in a role-playing technique). Intervention 2: control group: The curriculum of patient education according to the program and headline provided by the Ministry of Health and Medical Education in two theoretical) in the form of lectures and questions and answers( and practical parts (following the steps of patient education, they design, implement and evaluate a patient's educational program and orally present in the classroom).
public Elnaz maserat
No. 51, Khansari Alley, Qods Street, Taleghani Street, Baghershahr
shahr-e-rey Iran (Islamic Republic of) +98 21 5521 3383 e.maserat@gmail.com Faculty of Nursing and Midwifery, Iran University of Medical Sciences scientific Mansoureh Ashgholi Farahani
Rashid Yasemi street, above Vanak square, Valiasr street
Tehran Iran (Islamic Republic of) +98 21 4365 1000 Farahani.ma@iums.ac.ir Faculty of Nursing and Midwifery, Iran University of Medical Sciences Iran (Islamic Republic of) Iran (Islamic Republic of) Iran (Islamic Republic of) Nursing student inclusion criteria: Second semester students who have been trained in patient education process in the semester for the year. Nursing student exclusion criteria: Students who remove the syllabus from the patient's education process. Patients inclusion criteria: being aware of your illness; having the ability to answer questions of the questionnaire; the ability to communicate and the absence of specific mental illness (Based on medical records); hospitalization in internal and surgical departments of student placement; having digestive or orthopedic diseases no limit no limit Both N/A N/A Intervention group: The curriculum of patient education according to the program and headline provided by the Ministry of Health and Medical Education in two theoretical ) in the form of lectures and questions and answers( and practical parts (selection of illness around patient education based on nursing unit of adults, elderly (1) including orthopedic, gastrointestinal and electrolyte disorders and writing scenarios and implementing them in a role-playing technique) control group: The curriculum of patient education according to the program and headline provided by the Ministry of Health and Medical Education in two theoretical) in the form of lectures and questions and answers( and practical parts (following the steps of patient education, they design, implement and evaluate a patient's educational program and orally present in the classroom) Knowledge of nursing students. Timepoint: Immediately after intervention. Method of measurement: Five months after intervention. Patient satisfaction. Timepoint: Five months after intervention. Method of measurement: Patients satisfaction survey questionnaire of nurse students' patient training. Deputy of Research of Iran University of Medical Sciences Approved 2017-04-03 Ethics Committee of Iran University of Medical Sciences Iran University of Medical Sciences, Hemat Highway next to Milad Tower, Tehran Tehran Iran (Islamic Republic of)