This study aims to evaluate the effectiveness of an Integrated Learning Support System (ILSS) in preparing undergraduate nursing students for immersive simulated training in managing drug-induced nephrotoxicity. The study hypothesizes that the ILSS, which accommodates different learning styles, will be more effective in reducing stress and anxiety compared to the standard learning model (SLM). The research will involve a parallel randomized controlled trial with 96 students from two Brazilian institutions. The students will be divided into control and experimental groups, with the latter using the ILSS in addition to SLM during preparation. The study will assess outcomes such as knowledge acquisition, skill development, and stress reduction using various instruments, including the Lasater Clinical Judgment Rubric and DASS-21. The study's findings aim to validate the ILSS as a tool to enhance learning outcomes and reduce stress and anxiety, thereby promoting better professional development and patient safety in nursing practice.
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Knowledge about Prevention of Contrast-Induced Nephrotoxicity (baseline)
Timeframe: Evaluated one week before participation in the simulation scenario.
Knowledge about Prevention of Contrast-Induced Nephrotoxicity (one week before simulation)
Timeframe: Evaluated Immediately after participation in the simulation scenario
Knowledge about Prevention of Contrast-Induced Nephrotoxicity (thirty days after simulation)
Timeframe: Evaluated Thirty days after participation in the simulation scenario