Communication Skills, High-fidelity Simulation, Paper-Pencil Simulation, Simulation-based Learning
Conditions
Brief summary
This study aims to evaluate the effect of simulation-based education on nursing students' therapeutic communication skills in managing perinatal loss. Perinatal loss, defined as early fetal loss before 20 weeks of gestation and late fetal loss at or after 20 weeks, is a traumatic experience that significantly impacts parents, especially mothers, on biological, psychological, social, and spiritual levels. Prolonged grief reactions can lead to complicated grief, anxiety, depression, hopelessness, and relationship disturbances. Nursing students are trained to adopt a biopsychosocial approach in patient care and are expected to support grieving individuals by normalizing emotions, identifying coping strategies, and facilitating healthy grief processing. Simulation is recognized as an effective teaching method in developing communication and therapeutic skills among nursing students. This research investigates how simulation-based training can enhance students' therapeutic communication competencies when supporting individuals experiencing perinatal loss.
Interventions
BEHAVIORALHigh-Fidelity Simulation-Based Therapeutic Communication Training
This intervention involves a structured, high-fidelity simulation scenario in a clinical skills lab setting using mannequins and standardized patients. The scenario focuses on communication with a patient experiencing perinatal loss. The session includes pre-briefing, simulation, and debriefing components.
BEHAVIORALPaper-Pencil Simulation-Based Therapeutic Communication Training
This intervention utilizes a written clinical case scenario related to perinatal loss. Students read the scenario and write appropriate therapeutic communication responses, followed by group discussion and instructor feedback. The focus is on reflection and theoretical integration.
Sponsors
Acibadem University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Subject)
Masking description
In the single-blind method, subjects do not know which of the experimental or control groups they were selected and therefore which method was applied to them. The researcher knows the subjects selected for the experimental and control groups, and therefore which method was applied to which subjects.
Intervention model description
Parallel Assignment Randomized Controlled Experimental Design
Eligibility
Sex/Gender
ALL
Age
18 Years to 24 Years
Healthy volunteers
Yes
Inclusion criteria
* Completion of the theoretical course on postpartum care in the Women's Health and Diseases Nursing course. * Successful completion of the Human Behavior and Communication course. * Completion of training on perinatal grief and therapeutic communication skills prior to the simulation training.
Exclusion criteria
* Medical or Psychological Conditions Impacting Communication * Incomplete Training or Lack of Pre-Simulation Education * Inability to Participate in the Debriefing Session * Language Barriers
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Therapeutic Communication Skills Performance | Immediately during scenario completion (Day 1) | Students' ability to effectively demonstrate therapeutic communication skills during a simulated patient encounter involving perinatal loss. Assessed using the Therapeutic Communication with Patients Experiencing Perinatal Loss Simulation Application Checklist, which evaluates competencies such as providing presence, empathy, active listening, calming guidance, providing psychological support, and applying therapeutic communication techniques. Performance is rated as Yes, Partially, or No based on observed behaviors. |
| Perceived Communication Skills Self-Assessment | Immediately before debriefing session (Day 1) | Students' self-evaluation of their communication abilities following the simulation experience, measured by the Communication Skills Assessment Form. This form covers 20 communication techniques, both therapeutic and nontherapeutic, rated on a 10-point scale, with higher scores reflecting stronger perceived communication competencies. |
| Student Satisfaction and Self-Confidence in Learning Scale (SCLS) | Immediately after debriefing session (Day 1) | Students' level of satisfaction with the simulation-based learning experience and their self-confidence in applying learned skills, assessed through the Student Satisfaction and Self-Confidence in Learning Scale (SCLS). The scale includes two subdimensions-Student Satisfaction and Self-Confidence in Learning-measured via a 5-point Likert scale. Higher scores indicate greater satisfaction with the simulation and higher confidence in using therapeutic communication skills. |
| Simulation Execution Checklist Evaluation | During scenario execution (Day 1) | The degree to which the simulation was implemented according to planned steps and standards. This outcome measures the fidelity, completeness, and quality of the simulation process itself, as evaluated by observers using a checklist. It ensures consistency, scenario realism, and adherence to key components critical for achieving the intended learning objectives. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Reflection on Learning and Communication Effectiveness | Immediately after debriefing session (Day 1) | Students' ability to critically reflect on their learning experiences and assess the effectiveness of their communication during the simulation. Reflection focuses on recognizing strengths and areas for improvement in therapeutic communication, understanding emotional responses during patient interactions, and identifying strategies for enhancing future clinical practice. This outcome promotes self-awareness, deeper learning, and the internalization of communication skills through structured debriefing and written or verbal reflections. |
Countries
Turkey (Türkiye)
Outcome results
None listed