NCT07061392

Stoma Education Methods and Nurse Learning Outcomes

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

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 87 (actual)
• Sponsor: Istanbul University - Cerrahpasa · Academic / Other
• Sex: All
• Age: —
• Healthy volunteers: Accepted

Summary

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.

Conditions

• Stoma Care Knowledge and Skills of Nurses
• Simulation Based Learning
• Standardized Patient
• Nurse
• Self Awareness

Interventions

Type	Name	Description
OTHER	standardized-patient simulation	Intervention Arm (Group M) Participants randomized to Group M (n = 45 enrolled; 43 analyzed) first completed baseline assessments of meaningful learning self-awareness , perceived learning, and stoma-care skill , as well as a 10-item demographic survey. They then attended a two-hour didactic session-covering stoma indications, types, perioperative care, evidence-based practices, complications, and the stoma-care nurse's role-delivered by a certified stoma-care nurse in small groups. Immediately following the lecture, each nurse participated in a two-hour hands-on simulation with a trained standardized patient. The standardized patient had been prepared with a realistic stoma moulage (transparent drape and egg-biscuit mixture) and received two hours of role-training. Simulation sessions adhered to INACSL Standards ("pre-briefing," "in-scenario," "observation," and "debrief
OTHER	a low-fidelity Prestan 2000 adult CPR mannequin modified with a play-dough stoma model	Control Arm (Group K) Participants randomized to Group K (n = 45 enrolled; 44 analyzed) underwent the identical sequence of baseline assessments and the same two-hour didactic session as Group M. For the practical component, they performed stoma-care simulation on a low-fidelity Prestan 2000 adult CPR mannequin modified with a play-dough stoma model. Hands-on practice was structured in small groups over two hours and included: Pre-briefing: Overview of objectives and materials. In-scenario: Individual stoma-care performance on the mannequin, guided by the certified stoma-care nurse with cueing as needed. Observation: Peers observed from a separate area with scenario summaries. Debriefing: Reflection and feedback using the PEARLS framework to consolidate learning and discuss transfer to clinical practice. Immediate post-training assessments using the same three scales captured outcomes in meaningful learning self-awareness, perceived learning, and stoma-care skill level.

Timeline

• Start date: 2024-04-01
• Primary completion: 2024-05-01
• Completion: 2024-07-01
• First posted: 2025-07-11
• Last updated: 2025-07-15

Locations

1 site across 1 country: Turkey (Türkiye)