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IRCT20171008036651N6 IRCT 2026-11-01 Rasht University of Medical Sciences Investigating the effect of electronic simulation-based training on non-suicidal self-harm 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 2026-11-22 anticipated 96 Pending https://irct.ir/trial/93157 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Other design features: In this study, three 30-minute educational videos including text, audio, video, and photos will be used to implement the intervention, as well as real scenarios and scenarios created with the help of artificial intelligence using AI-based tools in the form of talking avatars to increase the impact on students, Randomization description: 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. N/A Non-suicidal self-harm. Intervention 1: Intervention group: The educational intervention will be delivered using three 30-minute videos based on electronic simulation and using a variety of media including text, audio, video, and images. The educational content includes six main areas: (1) definition and differentiation of non-suicidal self-injury (NSSI), prevalence, age of onset, and epidemiological trends; (2) causes and motivations, risk and protective factors, and physical, psychological, and social outcomes; (3) influential psychological and social factors and the role of stigma and misbeliefs; (4) identification of signs and symptoms and assessment of NSSI; (5) educational and therapeutic interventions aimed at reducing self-injury; and (6) psychological support and referral principles. In order to increase educational effectiveness, real-life scenarios and scenarios generated with artificial intelligence-based tools in the form of talking avatars will be used. After completing the pre-test, the educational videos will be presented to the intervention groups in three face-to-face sessions over a week. Intervention 2: Control group: The control group will receive routine theoretical and clinical training during the intervention in the intervention groups. Post-test data will be collected online from all three groups immediately after the end of the last session and one month after the intervention. In line with the ethical principles of intervention research, educational videos will also be made available to control group participants after the completion of post-test data collection. Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is There is no additional information available.
public Yasaman Yaghobi
Daneshjoo Street، Shahid Beheshti Highway
Rasht Iran (Islamic Republic of) 4146939814 +98 13 3255 3202 yasamanyaghobi@gums.ac.ir Rasht University of Medical Sciences scientific Yasaman Yaghobi
Daneshjoo Street، Shahid Beheshti Highway
Rasht Iran (Islamic Republic of) 4146939814 +98 13 3255 3202 yasamanyaghobi@gums.ac.ir Rasht University of Medical Sciences Iran (Islamic Republic of) Willingness to participate in the study Currently pursuing an undergraduate degree in Nursing or Emergency Medical Services Completion of at least one course unit in Psychiatric Nursing or Psychiatric and Behavioral Emergencies No prior experience in providing training on self-harm, nor participation in related training courses no limit no limit Both Employment or a history of professional experience in psychiatric or psychiatric emergency settings Presence of a physical, sensory, or cognitive limitation affecting the ability to use the electronic simulation platform X78 Intentional self-harm by sharp object Behavior Behavior Intervention group: The educational intervention will be delivered using three 30-minute videos based on electronic simulation and using a variety of media including text, audio, video, and images. The educational content includes six main areas: (1) definition and differentiation of non-suicidal self-injury (NSSI), prevalence, age of onset, and epidemiological trends; (2) causes and motivations, risk and protective factors, and physical, psychological, and social outcomes; (3) influential psychological and social factors and the role of stigma and misbeliefs; (4) identification of signs and symptoms and assessment of NSSI; (5) educational and therapeutic interventions aimed at reducing self-injury; and (6) psychological support and referral principles. In order to increase educational effectiveness, real-life scenarios and scenarios generated with artificial intelligence-based tools in the form of talking avatars will be used. After completing the pre-test, the educational videos will be presented to the intervention groups in three face-to-face sessions over a week. Control group: The control group will receive routine theoretical and clinical training during the intervention in the intervention groups. Post-test data will be collected online from all three groups immediately after the end of the last session and one month after the intervention. In line with the ethical principles of intervention research, educational videos will also be made available to control group participants after the completion of post-test data collection. Knowledge of nursing and emergency medical students regarding patients with non-suicidal self-harm. Timepoint: Before the intervention, immediately after the last video, and one month after the intervention. Method of measurement: Researcher-developed questionnaire on knowledge in the field of non-suicidal self-harm: This questionnaire will consist of 18 questions on a two-valued scale of true and false, and the possible score range will be between 0 and 18. Higher scores will indicate better knowledge in the field of NSSI. Attitudes of nursing and emergency medicine students towards patients with non-suicidal self-harm. Timepoint: Before the intervention, immediately after the last video, and one month after the intervention. Method of measurement: Nurses' Attitudes Towards Patients with Non-Suicidal Self-Injury (NANSSI): This questionnaire consists of 22 questions across four dimensions, including negativity about outcomes of care, adoption of a consultative approach, violation of norms of care, and perceptions about self-injury, designed on a five-point Likert scale with a midpoint of "undecided" (from one: "strongly disagree" to five: "strongly agree"). In the final version of the scale, these items were 1, 3, 10, 18, 19, 20, 21, and 22. The range of possible scores was between 22 and 110. Higher scores indicated a more positive attitude toward patients with NSSI. Clinical Self-Efficacy of Nursing and Emergency Medical Services Students in Encountering Patients with Non-Suicidal Self-Injury. Timepoint: Before the intervention, immediately after the last video, and one month after the intervention. Method of measurement: Self-Efficacy in Dealing with Self-Harm Questionnaire (SEDSHQ): This questionnaire consists of 27 items across three dimensions—self-efficacy in personal skills, communication with the patient, and communication with the patient's support network (family and friends)—designed using a four-point Likert scale ranging from "probably no" to "definitely yes." The total score is calculated by summing the item scores and ranges from 27 to 108; a higher score indicates greater perceived self-efficacy in dealing with individuals who engage in self-harming behavior. Rasht University of Medical Sciences Approved 2026-08-19 Research Ethics committee of Guilan University of Medical Sciences Opposite 17 Shahrivar Hospital، Siadati Street، Namjoo Street Rasht Guilan Iran (Islamic Republic of)