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This randomized controlled trial will evaluate the effect of case-based educational scenarios delivered in a metaverse environment on interpersonal communication skills, academic engagement, and mind-wandering among undergraduate nursing students. Fourth-level nursing students will be randomly assigned either to metaverse-based case scenarios integrated into their psychiatric nursing education or to usual teaching without metaverse exposure. Outcomes will be measured using validated scales for interpersonal communication, learning engagement, and mind-wandering before and after the intervention.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Metaverse Case-Based Scenario Group | Experimental | Participants in this arm will receive case-based educational scenarios delivered through a metaverse environment as part of their psychiatric nursing coursework. Students will engage in interactive virtual simulations with virtual patients and healthcare teams to practice interpersonal communication in complex, emotionally charged psychiatric scenarios. |
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| Control | No Intervention | Participants in this arm will receive the usual psychiatric nursing teaching methods without exposure to metaverse-based case scenarios. They will continue to follow the standard curriculum delivered through conventional classroom or existing e-learning formats. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Metaverse Case-Based Educational Scenarios | Behavioral | The intervention consists of structured case-based scenarios delivered via an immersive metaverse platform, where students interact in real time with virtual patients and peers. Sessions will be designed to promote interpersonal communication, empathy, and academic engagement and to reduce mind-wandering during psychiatric nursing education activities. (You may later specify number of sessions, duration per session, and total intervention period when finalized.) |
| Measure | Description | Time Frame |
|---|---|---|
| Interpersonal Communication Skills Score | Total score on the Interpersonal Communication Skills tool assessing communication abilities in clinical and academic interactions | Baseline (pre-intervention) and immediately post-intervention (end of teaching period) |
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Inclusion Criteria:
Registered undergraduate nursing students at the Faculty of XXX University, XXX.
Enrolled in the 4th level of the nursing program in the academic year 2024-2025.
Able and willing to provide informed consent to participate.
Exclusion Criteria:
Students not registered in the 4th level during the study period. Students who previously completed formal metaverse-based psychiatric nursing training (if applicable).
Students unwilling to participate or who withdraw consent.
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Mohamed Atta | Contact | +966 53 066 6982 | mohamed-hussein@alexu.edu.eg |
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| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| Background | Schaufeli WB, MartÃnez IM, Pinto AM, Salanova M, Bakker AB. Burnout and engagement in university students: A cross-national study. J Cross Cult Psychol. 2002;33(5):464-481. | ||
| Background | Li, X.Y.; Huang, R. The Revision report of the University Student Learning Engagement Scale (UWES-S). Psychol. Res. 2010, 3, 84-88 |
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|
| ID | Term |
|---|---|
| D003142 | Communication |
| ID | Term |
|---|---|
| D001519 | Behavior |
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