The Effect of Simulation Based Psychosocial Care Skill Development Programme on Psychosocial Care Competencies and Professional Life Quality of Oncology Nurses
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 发起方
- 入组人数
- 60
- 试验地点
- 4
- 主要终点
- Evaluation of Student Satisfaction and Self-Confidence in Learning in Simulation Applications
研究概览
简要总结
The aim of this study was to reveal the effect of simulation-based experience-based psychosocial care skills development programme on psychosocial care skills competence and professional quality of life of nurses working with oncology patients.
The hypotheses of the study will be tested in accordance with the following guidelines.
Hypothesis 1 The post-training psychosocial care competency levels of the nurses who underwent simulation-based psychosocial care skills development programme (SDPBSP) are higher than the group who underwent standard psychosocial care skills training (SPBBE).
Hypothesis 2 The post-training compassion fatigue levels of the nurses who underwent the SDPBI development programme were lower than the SPBBE group.
Hypothesis 3 The post-training burnout score levels of the nurses who underwent SPBBE development programme were lower than the group who underwent standard SPBBE.
Hypothesis 4 The post-training compassion satisfaction levels of the nurses who underwent SPBBE development programme are higher than the group who underwent standard SPBBE.
Hypothesis 5
The psychosocial care competency levels of the nurses who underwent SPBBE development programme at the 1-month post-training follow-up were higher than those who did not receive SPBBE training.
Hypothesis 6 At the 1-month follow-up after the training, the compassion fatigue levels of the nurses who underwent SPBBE development programme were lower than the group who underwent SPBBE and did not receive training.
Hypothesis 7 In the 1-month follow-up after the training, the mean burnout scores of the nurses who underwent SPBBE development programme were lower than those of the group who underwent SPBBE and did not receive training.
Hypothesis 8 In the 1-month follow-up after the training, the mean compassion satisfaction scores of the nurses who underwent the SPBBE development programme were higher than the SPBBE training and non-training groups.
Hypothesis 9 After the SDPBE programme, the psychosocial skills training scores of those who received SDPBE are higher than those who did not receive training.
Hypothesis 10 At the 1-month follow-up after the SDPBE programme, the psychosocial skills training scores of those who received SDPBE were higher than those who did not receive training.
详细描述
The research will be applied to nurses working with oncology patients and will be randomised controlled and consist of 3 groups.
The groups will be studied as follows. Group 1: Data collection tools related to Simulation Based Psychosocial Care Skills Development Programme
- Participant Information Form
- Psychosocial Care Competence Self-Assessment Scale (PSCSAS)
- Professional Quality of Life Scale (PQLS)
- Student Satisfaction and Self-Confidence Scale in Learning
- Simulation Design Scale
Group 2: Data collection tools related to the group to be trained on Classical Psychosocial Care Skills
- Participant Information Form
- Psychosocial Care Competence Self-Assessment Scale (PSCSAS)
- Professional Quality of Life Scale (PQLS)
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Supportive Care
- 盲法
- Single (Participant)
盲法说明
single participant
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •6 months or more experience of working with oncology patients
- •Not having received training on psychosocial care skills after graduation
- •Oncology nurses who volunteered to participate in the study
排除标准
- •Having less than 6 months of experience working with oncology patients
- •To have received training on psychosocial care skills after graduation
- •Not volunteering to participate in the research
研究组 & 干预措施
Group 2
only the group that will receive training in classical psychosocial care skills
干预措施: classical education (Behavioral)
Group 3
No training will be given to any group
Group 1 Standart psychosocial care skills training
Nurses Receiving Simulation Based Training and classical psychosocial care skills training
干预措施: Simulation-based education and classical education (Behavioral)
结局指标
主要结局
Evaluation of Student Satisfaction and Self-Confidence in Learning in Simulation Applications
时间窗: T1: Baseline, T2: 1 day post education, TE: 1 Months post intervention
Student Satisfaction and Self-Confidence Scale in Learning: The psychometric measurements of the scale developed by Jeffries (2012) to assess student satisfaction and self-confidence and used in simulation-based education were conducted by Franklin et al. (2014). The Turkish validity and reliability study of the scale was conducted by Ünver et al. (2017). According to the Turkish adaptation of the scale for learning in a simulation environment, the total number of items is 12. The scale consists of two subheadings: "Satisfaction with Current Learning" and "Confidence in Learning." The "Satisfaction with Current Learning" subheading consists of five items, while the "Confidence in Learning" subheading consists of seven items. There are no negative items in the scale. A 5-point Likert scale with the following statements was used: 1) Strongly Disagree, 2) Disagree, 3) Undecided, 4) Agree, and 5) Strongly Agree. The Cronbach Alpha value for "Current Learning Satisfaction" is 0.85, and the
Assessment of nurses' professional quality of life
时间窗: T1: Baseline, T2: 1 day post education, TE: 1 Months post intervention
Professional Quality of Life Scale (PYKÖ) was developed by Stamm (2005) and consists of the subdimensions of compassion satisfaction, compassion fatigue, and burnout. The Turkish adaptation of the scale was conducted by Yeşil et al. (2010) and consists of thirty items and three subscales. Compassion satisfaction (job satisfaction) is the first of the subscales and refers to the sense of satisfaction and contentment an employee feels as a result of helping another person in need in their profession or job. Items 3, 6, 12, 16, 18, 20, 22, 24, 27, and 30 on the scale measure job satisfaction (Min 0-Max 50). A high score on this subscale indicates increased satisfaction or fulfillment as a helper. The second subscale, burnout, is a test that measures feelings of exhaustion arising from difficulties in coping with problems in work life. Items 1, 4, 8, 10, 15, 17, 19, 21, 26, and 29 on the scale measure burnout (Min 0-Max 25). A high score on this subscale indicates a high level of burnout
Assessment of nurses' psychosocial care competence
时间窗: T1: Baseline, T2: 1. Day, T3: 1 Months post- intervention
Psychosocial Care Competence Self-Assessment Scale (PBYÖDÖ), is a tool that assesses the psychosocial care competence of nurses working in clinics and the extent to which staff focus on the psychosocial aspects of patients while providing treatment and care. The scale, whose validity and reliability were established by Karataş (2019), consists of 18 items and 4 factors (sub-dimensions). The first factor, "Symptom Diagnosis," includes statements 1, 2, 3, 4, and 5, which are related to symptom diagnosis, for a total of 5 items. The second factor, "Use of Information," includes statements 6, 7, 8, 9, and 10, which are related to the use of information and comprise a total of 5 items. The third factor, "Intervention," includes statements 11, 12, 13, and 14, which are related to the use of information and comprise a total of 4 items. The fourth factor, "Diagnosis," includes statements 15, 16, 17, and 18, which are related to diagnosis and cover a total of 4 items. Respondents ar
Evaluation of Student Satisfaction and Self-Confidence in Learning in Simulation Applications
时间窗: T1: Baseline, T2: 1 day post education, TE: 1 Months post intervention
Student Satisfaction and Self-Confidence Scale in Learning: The psychometric measurements of the scale developed by Jeffries (2012) to assess student satisfaction and self-confidence and used in simulation-based education were conducted by Franklin et al. (2014). The Turkish validity and reliability study of the scale was conducted by Ünver et al. (2017). According to the Turkish adaptation of the scale for learning in a simulation environment, the total number of items is 12. The scale consists of two subheadings: "Satisfaction with Current Learning" and "Confidence in Learning." The "Satisfaction with Current Learning" subheading consists of five items, while the "Confidence in Learning" subheading consists of seven items. There are no negative items in the scale. A 5-point Likert scale with the following statements was used: 1) Strongly Disagree, 2) Disagree, 3) Undecided, 4) Agree, and 5) Strongly Agree. The Cronbach Alpha value for "Current Learning Satisfaction" is 0.85, and the
Assessment of nurses' professional quality of life
时间窗: T1: Baseline, T2: 1 day post education, TE: 1 Months post intervention
Professional Quality of Life Scale (PYKÖ) was developed by Stamm (2005) and consists of the subdimensions of compassion satisfaction, compassion fatigue, and burnout. The Turkish adaptation of the scale was conducted by Yeşil et al. (2010) and consists of thirty items and three subscales. Compassion satisfaction (job satisfaction) is the first of the subscales and refers to the sense of satisfaction and contentment an employee feels as a result of helping another person in need in their profession or job. Items 3, 6, 12, 16, 18, 20, 22, 24, 27, and 30 on the scale measure job satisfaction (Min 0-Max 50). A high score on this subscale indicates increased satisfaction or fulfillment as a helper. The second subscale, burnout, is a test that measures feelings of exhaustion arising from difficulties in coping with problems in work life. Items 1, 4, 8, 10, 15, 17, 19, 21, 26, and 29 on the scale measure burnout (Min 0-Max 25). A high score on this subscale indicates a high level of burnout
次要结局
未报告次要终点
研究者
tülay demiray
MSc
Uskudar University