The Contribution of Scenario Writing to Learning Stoma Care in Nursing Education: A Mixed-Methods Quasi-Experimental Intervention Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 60
- 试验地点
- 1
- 主要终点
- Stoma Care Knowledge Score
研究概览
简要总结
This study aims to evaluate the effectiveness of scenario writing and role-play-based learning on nursing students' knowledge related to stoma care. The study uses a mixed-methods, quasi-experimental design including an intervention and a control group. Students in the intervention group participate in an eight-week scenario-based learning program consisting of scenario writing, dramatization (role-play), and structured feedback sessions. The control group receives no additional educational activity beyond the standard curriculum. Stoma care knowledge is assessed using a pre-test administered on October 27, 2025, and a post-test administered on December 22, 2025. In addition, qualitative data are collected from intervention-group participants through semi-structured focus group interviews to explore changes in confidence, perceived skills, and learning experiences. The goal of the study is to determine whether scenario-based learning strengthens the acquisition of stoma care knowledge and enhances students' educational experiences.
详细描述
This mixed-methods quasi-experimental study investigates the impact of scenario-based learning on nursing students' acquisition of stoma care knowledge. Third-year nursing students who previously completed the surgical nursing course were eligible for participation. The intervention group engaged in an eight-week Scenario-Based Stoma Care Learning Program, which included (1) preparation and writing of clinical scenarios, (2) dramatization and role-play activities using simulated clinical environments, and (3) structured instructor-guided feedback. The control group did not receive any additional training and completed only the pre-test and post-test assessments.
The pre-test measuring stoma care knowledge was administered on October 27, 2025. The post-test was administered on December 22, 2025, following completion of all scenario-based learning sessions. After the educational intervention, qualitative data were collected from the intervention group through focus group interviews using a COREQ-aligned semi-structured interview guide. Qualitative data aim to explore changes in participants' confidence, perceived skills, learning processes, and their experience with scenario writing and role-play.
The study's primary objective is to determine whether scenario-based learning improves students' stoma care knowledge. Secondary objectives include understanding how scenario writing and dramatization influence students' confidence, engagement, and perceived competence in performing stoma care.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- None
盲法说明
No masking was applied; participants and investigators were aware of group assignments
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Being a 3rd-year undergraduate nursing student in the Nursing Department.
- •Having successfully completed the Surgical Nursing course in the 2nd year.
- •Voluntarily agreeing to participate in the study and providing informed consent.
排除标准
- •Students who did not pass the Surgical Nursing course.
- •Students who have previously received professional stoma care training.
- •Students who complete the data collection forms incompletely.
研究组 & 干预措施
Scenario-Based Stoma Care Education
Participants in the intervention arm will receive an 8-week scenario-based stoma care education program.
The intervention includes:
- 4 weeks of scenario writing sessions,
- 4 weeks of role-play/dramatization in the skills laboratory,
- Structured feedback by the instructor. No additional theoretical lecture will be provided. Participants complete pre-test and post-test assessments, and qualitative focus group interviews will be conducted after completion of the intervention.
干预措施: Scenario-Based Stoma Care Education (Behavioral)
Control Group
Participants in the control arm will not receive any additional education or training.
They will complete the same pre-test and post-test assessments as the intervention group.
No scenario writing or role-play activities will be administered.
结局指标
主要结局
Stoma Care Knowledge Score
时间窗: Baseline (Week 0) and Post-intervention (Week 8)
Change in students' stoma care knowledge score from pre-test to post-test. Knowledge will be measured using a 20-item Stoma Care Knowledge Questionnaire developed by the research team. Scores range from 0 to 20, with higher scores indicating greater knowledge. The primary analysis will compare post-test scores between the intervention and control groups, adjusting for baseline knowledge.
次要结局
- Qualitative Themes Related to Students' Perceived Confidence and Skill Development(Immediately after completion of the 8-week intervention (same week as the post-test).)
研究者
hatice akaltun
Lecturer (PhD) in Nursing
Yuzuncu Yil University