Trial reportBMC medical education2025
Virtual patient simulation strengthens confidence in clinical conversations among undergraduated nursing students: a randomized controlled trial.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT06706011 (Swedish Title), which is not on this map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Swedish Title: Virtuella Patienter - en Interaktiv Utbildningsmodul Inom Universitet Och högskola. In English: Virtual Patients - An Interactive Educational Module in Universities and Colleges.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
11 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIntimate partner violence (IPV) is a major public health concern, and healthcare staff must be competent in identifying and responding to IPV. However, training opportunities to handle such cases remain limited. This study examined whether integrating a virtual patient (VP) simulation into nursing education improves confidence, self-efficacy, and knowledge in addressing IPV.
methodsIn this randomized controlled trial (RCT), fifty-four nursing students (87% female) were randomly assigned to an intervention group (n = 29) receiving a VP module in addition to standard training, or a control group (n = 25) receiving standard training only. Students were assessed at baseline and after each educational activity: (1) a web-based module (both groups) (2), VP training for the intervention group while the control group had no corresponding module, and (3) a teacher-led seminar (both groups). Primary outcomes were confidence in asking about IPV, general self-efficacy, self-assessed knowledge, and objective knowledge. Linear mixed-effects models were used to analyse changes over time.
resultsThe VP group showed a significantly greater improvement in confidence in asking about IPV (between-group difference + 1.26, 95% CI 0.40–2.15; p = 0.010). Objective knowledge scores were consistently higher in the VP group, although the group × time interaction was not significant. General self-efficacy and self-assessed knowledge improved similarly in both groups.
conclusionsIntegrating an interactive VP simulation into a nursing curriculum enhances learners’ confidence in addressing IPV and is associated with higher levels of factual knowledge. VP simulations may represent a scalable complement to conventional teaching for complex and sensitive clinical topics.
trial registrationClinicalTrials.gov ID: NCT06706011.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.