Different Methods in Therapeutic Communication Training for Student Nurses in the Perinatal Loss: High-Fidelity Simulation and Paper - Pencil Simulation
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Sponsor
- Enrollment
- 70
- Locations
- 1
- Primary Endpoint
- Therapeutic Communication Skills Performance
Study Overview
Brief Summary
This study aims to evaluate the effect of simulation-based education on nursing students' therapeutic communication skills in managing perinatal loss. Perinatal loss, defined as early fetal loss before 20 weeks of gestation and late fetal loss at or after 20 weeks, is a traumatic experience that significantly impacts parents, especially mothers, on biological, psychological, social, and spiritual levels. Prolonged grief reactions can lead to complicated grief, anxiety, depression, hopelessness, and relationship disturbances. Nursing students are trained to adopt a biopsychosocial approach in patient care and are expected to support grieving individuals by normalizing emotions, identifying coping strategies, and facilitating healthy grief processing. Simulation is recognized as an effective teaching method in developing communication and therapeutic skills among nursing students. This research investigates how simulation-based training can enhance students' therapeutic communication competencies when supporting individuals experiencing perinatal loss.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Primary Purpose
- Other
- Masking
- Single (Participant)
Masking Description
In the single-blind method, subjects do not know which of the experimental or control groups they were selected and therefore which method was applied to them. The researcher knows the subjects selected for the experimental and control groups, and therefore which method was applied to which subjects.
Eligibility Criteria
- Ages
- 18 Years to 24 Years (Adult)
- Sex
- All
- Accepts Healthy Volunteers
- Yes
Inclusion Criteria
- •Completion of the theoretical course on postpartum care in the Women's Health and Diseases Nursing course.
- •Successful completion of the Human Behavior and Communication course.
- •Completion of training on perinatal grief and therapeutic communication skills prior to the simulation training.
Exclusion Criteria
- •Medical or Psychological Conditions Impacting Communication
- •Incomplete Training or Lack of Pre-Simulation Education
- •Inability to Participate in the Debriefing Session
- •Language Barriers
Arms & Interventions
High-Fidelity Simulation-Based Therapeutic Communication Training
Participants in this group engaged in a high-fidelity simulation scenario involving perinatal loss, using a realistic clinical setting with mannequins and role-play. The simulation aimed to provide an experiential learning environment that fosters emotional engagement and realistic practice of therapeutic communication techniques. Students received a structured debriefing session following the simulation.
Intervention: High-Fidelity Simulation-Based Therapeutic Communication Training (Behavioral)
Paper-Pencil Simulation-Based Therapeutic Communication Training
Participants in this group participated in a paper-pencil simulation that presented a written clinical scenario involving perinatal loss. Students were asked to analyze the situation, write down appropriate therapeutic communication responses, and discuss these in a guided session. This method focused on the cognitive application of theoretical knowledge in a reflective and structured manner.
Intervention: Paper-Pencil Simulation-Based Therapeutic Communication Training (Behavioral)
Outcomes
Primary Outcomes
Therapeutic Communication Skills Performance
Time Frame: Immediately during scenario completion (Day 1)
Students' ability to effectively demonstrate therapeutic communication skills during a simulated patient encounter involving perinatal loss. Assessed using the Therapeutic Communication with Patients Experiencing Perinatal Loss Simulation Application Checklist, which evaluates competencies such as providing presence, empathy, active listening, calming guidance, providing psychological support, and applying therapeutic communication techniques. Performance is rated as "Yes," "Partially," or "No" based on observed behaviors.
Perceived Communication Skills Self-Assessment
Time Frame: Immediately before debriefing session (Day 1)
Students' self-evaluation of their communication abilities following the simulation experience, measured by the Communication Skills Assessment Form. This form covers 20 communication techniques, both therapeutic and nontherapeutic, rated on a 10-point scale, with higher scores reflecting stronger perceived communication competencies.
Student Satisfaction and Self-Confidence in Learning Scale (SCLS)
Time Frame: Immediately after debriefing session (Day 1)
Students' level of satisfaction with the simulation-based learning experience and their self-confidence in applying learned skills, assessed through the Student Satisfaction and Self-Confidence in Learning Scale (SCLS). The scale includes two subdimensions-Student Satisfaction and Self-Confidence in Learning-measured via a 5-point Likert scale. Higher scores indicate greater satisfaction with the simulation and higher confidence in using therapeutic communication skills.
Simulation Execution Checklist Evaluation
Time Frame: During scenario execution (Day 1)
The degree to which the simulation was implemented according to planned steps and standards. This outcome measures the fidelity, completeness, and quality of the simulation process itself, as evaluated by observers using a checklist. It ensures consistency, scenario realism, and adherence to key components critical for achieving the intended learning objectives.
Secondary Outcomes
- Reflection on Learning and Communication Effectiveness(Immediately after debriefing session (Day 1))
Investigators
Merve Coskun
Assistant professor
Acibadem University