The Effect of Stoma Education Given to Nurses With Two Different Methods on Their Meaningful Learning Self-Awareness, Perceived Learning and Stoma Care Skill Levels: A Randomized Controlled Experimental Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 87
- 试验地点
- 1
- 主要终点
- practical stoma-care competence
研究概览
简要总结
The goal of this randomized controlled trial was to determine whether stoma-care training using standardized patients, as compared with low-fidelity mannequins, improved meaningful learning self-awareness, perceived learning, and practical stoma-care skill levels in oncology nurses at a 600-bed tertiary oncology education and research hospital in Ankara, Turkey. The main questions it aimed to answer were:
Did standardized-patient simulation produce greater gains in meaningful learning self-awareness?
Did it yield higher perceived learning scores?
Did it result in larger improvements in stoma-care skill levels?
Researchers compared Group M (standardized patient) to Group K (low-fidelity mannequin) to evaluate which method more effectively enhanced nurses' cognitive and technical outcomes.
Participants completed a 10-item demographic and background survey, answered pre-training assessments on all three scales, attended a two-hour didactic session on stoma fundamentals and evidence-based care, received two hours of hands-on practice with their assigned modality, and completed immediate post-training assessments using the same instruments.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- Triple (Care Provider, Investigator, Outcomes Assessor)
盲法说明
In this trial, the educators who delivered the interventions, the research staff who collected the data, and the investigators who performed the analyses were all aware of participants' group assignments. Only the independent outcome assessor remained blinded to group allocation.
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Being a nursing graduate
- •Working as a nurse in an oncology hospital for at least one year
- •Working in inpatient units
- •Actively providing care to patients with ostomies
排除标准
- •Holding a managerial position
- •Having taken a course or received certification on stoma care within the last six months
- •Being pregnant, on unpaid leave, or on sick leave
- •Participating in another study during the same period
- •Incomplete completion of the data collection form
- •Voluntary withdrawal from the study during the research period
研究组 & 干预措施
Intervention Arm (Group M)
Participants in Group M (45 enrolled; 43 analyzed) completed baseline assessments of meaningful learning self-awareness, perceived learning, stoma-care skills, and demographics. They attended a two-hour didactic session on stoma indications, perioperative care, and evidence-based practices. Immediately after, each nurse engaged in a two-hour standardized-patient simulation using realistic stoma moulage. Simulations followed INACSL standards, including a 15-minute pre-briefing, ~20-minute individual in-scenario practice with cueing, peer observation, and a 15-20-minute PEARLS debriefing. All outcome measures were repeated immediately post-training to evaluate short-term cognitive and technical gains.
干预措施: a low-fidelity Prestan 2000 adult CPR mannequin modified with a play-dough stoma model (Other)
Control Arm (Group K)
Group K participants (n = 45 enrolled; 44 analyzed) completed baseline assessments of meaningful learning self-awareness, perceived learning, stoma-care skills, and demographics, and attended the same two-hour didactic session as Group M. They then performed a two-hour stoma-care simulation in small groups on a low-fidelity Prestan 2000 CPR mannequin fitted with a play-dough stoma model. Sessions followed INACSL structure: a brief pre-briefing of objectives and materials; individual mannequin practice with cueing; peer observation in an adjacent area; and a PEARLS-guided debriefing. Outcome measures were repeated immediately post-training to assess short-term cognitive and technical performance.
干预措施: standardized-patient simulation (Other)
结局指标
主要结局
practical stoma-care competence
时间窗: At baseline and immediately after training
1. Meaningful Learning Self-Awareness Change in total and subscale scores on the 24-item Meaningful Learning Self-Awareness Scale, assessed before and immediately after training. The scale was administered as a self-report questionnaire. Higher post-training scores indicate increased awareness of metacognitive strategies and more effective transfer of learning. 2. Perceived Learning Change in total and factor scores on the 9-item Perceived Learning Scale, administered before and immediately after training. The scale measures self-perceived learning in cognitive, emotional, and psychomotor domains. Higher post-training scores reflect increased perceived learning gains. 3. Stoma-Care Skill Proficiency Description: Change in total scores on the 23-item Stoma Care Skill Rubric, based on direct observation before and immediately after training during simulated stoma-care performance. Higher post-training scores indicate improved technical competence in ostomy care.
次要结局
未报告次要终点
研究者
Merve BEKE
Educator Nurse, MsC, PhD
Istanbul University - Cerrahpasa