Investigating the effect of electronic simulation in the field of non-suicidal self-harm on the knowledge, attitudes and Clinical self-efficacy of nursing and emergency medical students: An interprofessional education

Determining the effect of electronic simulation in the field of non-suicidal self-harm on the knowledge, attitudes and clinical self-efficacy of nursing and emergency medical students

A quasi-experimental study of an educational intervention type with a control group, with parallel groups and a pre-test and post-test design.

This quasi-experimental educational study will involve 96 students at Shahid Beheshti Faculty of Nursing and Midwifery, Rasht. Stratified (by class) and convenience sampling will be followed by lottery-based random allocation to two intervention groups and one control group. Intervention groups will receive three 30-minute NSSI simulation videos in three sessions over one week; controls will receive routine education. Data will be collected at baseline, immediately post-intervention, and one month later. The data analyst will be blinded using coded group assignments.

Inclusion criteria: Willingness to participate; undergraduate nursing or emergency medical care student; completion of at least one psychiatric nursing or psychiatric/behavioral emergencies course; no prior NSSI-related training. Exclusion criteria: Current or previous professional experience in psychiatric or psychiatric emergency units; physical, sensory, or cognitive limitations affecting use of the electronic simulation platform.

Intervention groups will receive three 30-minute electronic simulation videos over three in-person sessions within one week, featuring real-life and AI-generated scenarios presented through talking avatars. The control group will receive routine education.

Knowledge, Attitudes, and Clinical Self-Efficacy Regarding Non-Suicidal Self-Injury

In this study, stratified randomization will be used to assign participants to study groups. Eligible students—serving as the units of randomization—will first be categorized into separate strata based on their academic semester. Subsequently, participants within each stratum will be allocated to three groups (two intervention groups and one control group) using an equal allocation ratio (1:1:1). To generate the random allocation sequence, a list of eligible individuals within each stratum will be compiled, and each participant will be assigned a unique numerical code. Then, using a draw-based method, a random sequence for assigning individuals to the three groups will be generated independently for each stratum. To ensure allocation concealment, sequentially numbered, opaque, sealed envelopes will be used. Following the verification of inclusion criteria, obtaining informed consent, and completing the baseline assessment, the envelope corresponding to each participant will be opened in numerical order to reveal their assigned group. It should be noted that, given the nature of the educational intervention—where both students and researchers may become aware of the specific intervention—blinding of participants and researchers is not feasible; however, the data analyst will remain unaware of the group assignment codes.