---
title: Effect of Realistic Simulation and Digital Educational Platforms for Learning Nursing Student
nct_id: NCT04940455
overall_status: UNKNOWN
phase: NA
sponsor: University of Brasilia
study_type: INTERVENTIONAL
primary_condition: Educational Technology
canonical_url: "https://parkinsonspathways.com/agent/trials/NCT04940455.md"
clinicaltrials_gov: "https://clinicaltrials.gov/study/NCT04940455"
ct_last_update_post_date: 2021-06-28
last_seen_at: "2026-05-12T06:44:55.685Z"
source: ClinicalTrials.gov (mirrored, no enrichment)
---
# Effect of Realistic Simulation and Digital Educational Platforms for Learning Nursing Student

**Official Title:** Effect of Realistic Simulation and Digital Educational Platforms for Learning Nursing Student: Randomized Clinical Trial

**NCT ID:** [NCT04940455](https://clinicaltrials.gov/study/NCT04940455)

## Key Facts

- **Status:** UNKNOWN
- **Phase:** NA
- **Study Type:** INTERVENTIONAL
- **Target Enrollment:** 100
- **Lead Sponsor:** University of Brasilia
- **Conditions:** Educational Technology
- **Start Date:** 2021-09
- **Completion Date:** 2022-09
- **CT.gov Last Update:** 2021-06-28

## Brief Summary

Teaching modalities that integrate digital educational technologies, such as educational games, dummies and simulated environments, develop critical thinking in students, the absorption of significant learning and the consequent reduction in the exposure of patients to the damage associated with health care. Thus, this study will evaluate the effectiveness of simulation strategies and digital educational platforms in the teaching-learning process, in self-confidence and its implications for the physiological variables and stressful feelings of undergraduate nursing students. Our hypothesis is that students submitted to the use of digital platforms will present lower levels of self-efficacy, capacity for clinical judgment and retention of knowledge when compared to those who were submitted to the simulation strategy.

## Detailed Description

The study will be carried out in the simulation laboratory of two Higher Education Institutions, one public and the other private in the city of Brasília, Brazil. The sample will consist of 100 students randomized into an experimental group (n=50) and a control group (n=50). Students enrolled in the undergraduate nursing course, aged 18 years or over, will be eligible; have minimal approval in a discipline related to the content of "Nursing Care for Adult Patients". Students who work actively in the scenario of patient care in critical and risk situations will be excluded; members of the Academic League of Realistic Health Simulation and those with prior training in the health field. It is expected that nursing students, through active and innovative strategies, will be able to obtain and retain greater knowledge, raise levels of self-efficacy and clinical judgment, for their performance in clinical practice.

## Eligibility

- **Minimum age:** 18 Years
- **Sex:** ALL
- **Healthy Volunteers:** Yes

```
Inclusion Criteria:

Aged over 18 years;

Students approved in the discipline related to nursing care for adult and elderly patients.

Exclusion Criteria:

Students who actively work in the scenario of patient care in critical and risk situations; Members of the Realistic Health Simulation League; Students with previous training in the health area (nursing technicians, firefighters, among others) ; Participants who for some reason are absent from one of the project stages.

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```

## Arms

- **Educational digital platforms** (EXPERIMENTAL) — Nursing students from the Experimental Group (GE), will participate in educational activities made available on digital platforms on "nursing care for patients with signs and symptoms of sepsis"
- **High-Fidelity Simulation** (ACTIVE_COMPARATOR) — Nursing students in the Control Group (GC) will be exposed to high-fidelity simulation in the intensive care setting, where they must solve situations and procedures related to the nurse's performance in recognizing the signs and symptoms of sepsis.

## Interventions

- **Educational digital platforms** (OTHER) — The digital educational platforms will be implemented through games of questions and answers, simulated cases sent via google forms about the nurse's performance in a critical care unit facing the patient with signs and symptoms of sepsis. The questions in the games will aim to develop clinical judgment and quick decision-making in nursing students in order not to compromise the health care of the patient in sepsis.

## Primary Outcomes

- **Cognitive Performance (Baseline)** _(time frame: Applied before the intervention)_ — Application of a questionnaire with ten multiple choice questions to assess the knowledge of nursing students about signs and sepsis symptoms
- **Cognitive Performance (Post-Test)** _(time frame: Applied immediately after the intervention)_ — Application of a questionnaire with ten multiple choice questions to assess the knowledge of nursing students about signs and sepsis symptoms
- **Cognitive Performance (Retention over time)** _(time frame: Applied thirty days after the intervention)_ — Application of a questionnaire with ten multiple choice questions to assess the knowledge of nursing students about signs and sepsis symptoms
- **Cognitive Performance (Retention over time)** _(time frame: Applied sixty days after the intervention)_ — Application of a questionnaire with ten multiple choice questions to assess the knowledge of nursing students about signs and sepsis symptoms
- **Clinical Judgment (Baseline)** _(time frame: Applied before the intervention)_ — Evaluation of the development of clinical reasoning of nursing students. The instrument Lasater clinical Judgment Rubric (LCJR)- Brazilian Version will be used. It assesses 11 dimensions at four levels of clinical judgment (recognition, interpretation, response, reflection). The total score ranges from 11 to 44, where the "initial" level generates one point, the "in development" level generates two points, the "proficient" level generates three points and the "exemplary" level generates four points.
- **Clinical Judgment** _(time frame: Applied immediately after the intervention)_ — Evaluation of the development of clinical reasoning of nursing students. The instrument Lasater clinical Judgment Rubric (LCJR) - Brazilian Version will be used. It assesses 11 dimensions at four levels of clinical judgment (recognition, interpretation, response, reflection). The total score ranges from 11 to 44, where the "initial" level generates one point, the "in development" level generates two points, the "proficient" level generates three points and the "exemplary" level generates four points .
- **Clinical Judgment** _(time frame: Applied thirty days after the intervention)_ — Evaluation of the development of clinical reasoning of nursing students. The instrument Lasater clinical Judgment Rubric (LCJR) - Brazilian Version will be used. It assesses 11 dimensions at four levels of clinical judgment (recognition, interpretation, response, reflection). The total score ranges from 11 to 44, where the "initial" level generates one point, the "in development" level generates two points, the "proficient" level generates three points and the "exemplary" level generates four points.
- **Clinical Judgment** _(time frame: Applied sixty days after the intervention)_ — Evaluation of the development of clinical reasoning of nursing students. The instrument Lasater Clinical Judgment Rubric (LCJR) - Brazilian Version will be used. It assesses 11 dimensions at four levels of clinical judgment (recognition, interpretation, response, reflection). The total score ranges from 11 to 44, where the "initial" level generates one point, the "in development" level generates two points, the "proficient" level generates three points and the "exemplary" level generates four points .
- **Self-efficacy (Baseline)** _(time frame: Applied before the intervention)_ — Assessment of satisfaction, learning, individual performance after educational actions. A self-efficacy scale will be used. IT'S self-applicable and has 13 items related to beliefs about their own abilities, motivation for action, coping with obstacles, predisposition to challenge, openness to experience, resilience in the face of failures, the influence of initial success on the the final success of an activity and the history of previous successes. These items are represented by a Likert-type scale of agreement, containing five points, in which 1 represents the participant's total disagreement and 5 the total agreement. Scores above 2.5 indicate that participants feel very capable.
- **Self-efficacy** _(time frame: Applied immediately after the intervention)_ — Assessment of satisfaction, learning, individual performance after educational actions. A self-efficacy scale will be used. IT'S self-applicable and has 13 items related to beliefs about their own abilities, motivation for action, coping with obstacles, predisposition to challenge, openness to experience, resilience in the face of failures, the influence of initial success on the the final success of an activity and the history of previous successes. These items are represented by a Likert-type scale of agreement, containing five points, in which 1 represents the participant's total disagreement and 5 the total agreement. Scores above 2.5 indicate that participants feel very capable.
- **Self-efficacy** _(time frame: Applied thirty days after the intervention)_ — Assessment of satisfaction, learning, individual performance after educational actions. A self-efficacy scale will be used. IT'S self-applicable and has 13 items related to beliefs about their own abilities, motivation for action, coping with obstacles, predisposition to challenge, openness to experience, resilience in the face of failures, the influence of initial success on the the final success of an activity and the history of previous successes. These items are represented by a Likert-type scale of agreement, containing five points, in which 1 represents the participant's total disagreement and 5 the total agreement. Scores above 2.5 indicate that participants feel very capable.
- **Self-efficacy** _(time frame: Applied sixty days after the intervention)_ — Assessment of satisfaction, learning, individual performance after educational actions. A self-efficacy scale will be used. IT'S self-applicable and has 13 items related to beliefs about their own abilities, motivation for action, coping with obstacles, predisposition to challenge, openness to experience, resilience in the face of failures, the influence of initial success on the the final success of an activity and the history of previous successes. These items are represented by a Likert-type scale of agreement, containing five points, in which 1 represents the participant's total disagreement and 5 the total agreement. Scores above 2.5 indicate that participants feel very capable.

## Secondary Outcomes

- **Student stress (Baseline)** _(time frame: Before the intervention)_
- **Student stress** _(time frame: Applied immediately after the intervention)_
- **Student stress** _(time frame: Applied thirty days after the intervention)_
- **Student stress** _(time frame: Applied sixty days after the intervention)_

## Recent Field Changes (last 30 days)

- `status.overallStatus` — added _(2026-05-12)_
- `status.primaryCompletionDate` — added _(2026-05-12)_
- `status.completionDate` — added _(2026-05-12)_
- `status.lastUpdatePostDate` — added _(2026-05-12)_
- `design.phases` — added _(2026-05-12)_
- `design.enrollmentCount` — added _(2026-05-12)_
- `eligibility.criteria` — added _(2026-05-12)_
- `eligibility.minAge` — added _(2026-05-12)_
- `eligibility.sex` — added _(2026-05-12)_
- `outcomes.primary` — added _(2026-05-12)_
- `outcomes.secondary` — added _(2026-05-12)_
- `armsInterventions.arms` — added _(2026-05-12)_
- `armsInterventions.interventions` — added _(2026-05-12)_
- `sponsor.lead` — added _(2026-05-12)_
- `results.hasResults` — added _(2026-05-12)_

---

*Canonical: https://parkinsonspathways.com/agent/trials/NCT04940455.md*  
*Source data (authoritative): https://clinicaltrials.gov/study/NCT04940455*  
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