ArticlePloS one2026
The effect of student-led healthcare career experience activity on nursing students' professional commitment: Study protocol for a randomized cross-over trial.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundCareer experience is a valuable approach to stimulate students' learning interest and reshape their understanding of career pathways. However, the interaction effects between implementers and experiencers, particularly the benefits of the implementers, remain poorly understood. Furthermore, the role of peer-assisted learning in enhancing the effectiveness of career experience activities has not been thoroughly explored. This study aims to evaluate the impact of student-led healthcare career experience activity on nursing students' professional commitment, academic self-efficacy and learning burnout.
methodsThis is the study protocol for an open-label, randomized stepped-wedge crossover trial. This study will be set in a medical vocational college in China and will include 110 nursing students, who will be randomly allocated (1:1:1) to one of three groups. In a sequential, stepped-wedge manner, the groups will cross over from control conditions (Waitlist and Observer) to the intervention, where they will lead a healthcare career experience activity. The primary outcome of professional commitment, as well as the secondary outcomes of academic self-efficacy and learning burnout, will be measured via self-reported questionnaires at baseline and three subsequent time points (after the 4th, 8th, and 12th activity sessions). Data will be analyzed using Generalized Estimating Equation (GEE) analysis.
conclusionThis protocol details a student-led healthcare career experience activity, grounded in Kolb's Experiential Learning Theory and Life Cycle Theory, and designed to enhance nursing students' professional commitment. This trial is expected to provide empirical evidence on the feasibility of this peer-assisted learning model applied in a student-led nursing educational scenario, which facilitates both peer-to-peer and near-peer interactions. Furthermore, the outcomes are expected to inform the future development of student-led educational strategies.
trial registrationThis study is registered in Chinese Clinical Trial Registry (ChiCTR2300070880). https://www.chictr.org.cn/bin/project/edit?pid=195337.
Indexed as
Identifiers
What OpenQuestion holds
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.