The Effects of Schizophrenia Scenario-Based Simulation on Nursing Students' Knowledge, Empathy, and Caregiving Competence: A Quasi-Experimental Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 105
- 试验地点
- 1
- 主要终点
- Knowledge About Schizophrenia Questionnaire
研究概览
简要总结
This study aims to examine the effect of a schizophrenia scenario-based simulation on nursing students' knowledge, empathy, and caregiving competence. The study uses a single-group pre-test/post-test (quasi-experimental) design. Nursing students enrolled in a Mental Health and Psychiatric Nursing course at a foundation university in Istanbul, Türkiye, who have not previously participated in a similar simulation, are invited to take part.
Before the simulation, participants complete a set of questionnaires assessing their knowledge about schizophrenia, empathy level, and caregiving competence. They then take part in a structured simulation session involving a standardized patient portraying a person with schizophrenia. The session includes a preparation phase, a prebriefing session, a 15-minute clinical encounter in which the student conducts a therapeutic interview and mental status examination, and a debriefing session guided by a structured reflective model. Immediately afterward, participants complete the same questionnaires again, along with a scale measuring their perception of the simulation's educational effectiveness.
The purpose of the study is to determine whether this type of simulation-based training improves nursing students' knowledge, empathy, and confidence in caring for individuals with schizophrenia, and to contribute evidence on the use of simulation in psychiatric nursing education.
详细描述
Design: This study was conducted using a single-group pre-test/post-test quasi-experimental design to evaluate the integrated effect of a schizophrenia scenario-based simulation on nursing students' knowledge, empathy, and caregiving competence levels.
Hypotheses:
H1: Post-test mean knowledge scores of nursing students who participate in the schizophrenia scenario-based simulation will be higher than their pre-test mean scores.
H2: Post-test mean empathy scores of nursing students who participate in the simulation will be higher than their pre-test mean scores.
H3: Post-test mean caregiving competence scores of nursing students who participate in the simulation will be higher than their pre-test mean scores.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Other
- 盲法
- None
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Enrolled in the Mental Health and Psychiatric Nursing course at the Nursing Department during the 2025-2026 academic year
- •Has not previously participated in a similar schizophrenia scenario-based simulation
- •Voluntarily agrees to participate in the study and provides written informed consent
排除标准
- •Declines to provide written informed consent
- •Has previously participated in a schizophrenia scenario-based simulation
- •Fails to complete the pre-test or post-test questionnaires in full
研究组 & 干预措施
Experimental Group
There is one group: The intervention was delivered before students began their psychiatric clinical placement and consisted of four sequential phases - preparation, prebriefing, clinical simulation, and debriefing - with identical learning objectives, environment, scenario, and procedures maintained across all participants to preserve intervention fidelity.
干预措施: Simulation (Behavioral)
结局指标
主要结局
Knowledge About Schizophrenia Questionnaire
时间窗: Baseline (before simulation, Day 1) and end of Day 1 (after simulation completion)
Nursing students' knowledge about schizophrenia will be assessed using the Knowledge About Schizophrenia Questionnaire, originally developed by Ascher-Svanum and adapted into Turkish by Görkem-Atalan, Karaoğlan-Kahiloğulları, and Örsel. The scale consists of 23 unidimensional items, with total scores ranging from 0 to 23. Higher scores indicate a higher level of knowledge about schizophrenia.
Toronto Empathy Questionnaire
时间窗: Baseline (before simulation, Day 1) and end of Day 1 (after simulation completion)
Nursing students' empathy levels will be assessed using the Toronto Empathy Questionnaire, originally developed by Spreng et al. and adapted into Turkish by Totan, Doğan, and Sapmaz . The 5-point Likert-type scale consists of 13 items (8 reverse-scored), with total scores ranging from 13 to 65. Higher scores indicate a higher level of empathy
Caregiving Competence Scale
时间窗: Baseline (before simulation, Day 1) and end of Day 1 (after simulation completion)
Nursing students' caregiving competence will be assessed using the Caregiving Competence Scale , originally developed by Pearlin et al. and adapted into Turkish by Demir Avcı and Gözüm. The 4-point Likert-type scale consists of 4 items, with total scores ranging from 4 to 16. Higher scores indicate a higher level of perceived caregiving competence
次要结局
- Simulation Effectiveness Tool-Modified(Baseline (before simulation, Day 1) and end of Day 1 (after simulation completion))
研究者
Merve Geylani
Assistant Professor
Medipol University