Stoma Care Education in Nursing Students
Conditions
Keywords
Stoma Care, Scenario-Based Learning, Nursing Education
Brief summary
This study aims to evaluate the effectiveness of scenario writing and role-play-based learning on nursing students' knowledge related to stoma care. The study uses a mixed-methods, quasi-experimental design including an intervention and a control group. Students in the intervention group participate in an eight-week scenario-based learning program consisting of scenario writing, dramatization (role-play), and structured feedback sessions. The control group receives no additional educational activity beyond the standard curriculum. Stoma care knowledge is assessed using a pre-test administered on October 27, 2025, and a post-test administered on December 22, 2025. In addition, qualitative data are collected from intervention-group participants through semi-structured focus group interviews to explore changes in confidence, perceived skills, and learning experiences. The goal of the study is to determine whether scenario-based learning strengthens the acquisition of stoma care knowledge and enhances students' educational experiences.
Detailed description
This mixed-methods quasi-experimental study investigates the impact of scenario-based learning on nursing students' acquisition of stoma care knowledge. Third-year nursing students who previously completed the surgical nursing course were eligible for participation. The intervention group engaged in an eight-week Scenario-Based Stoma Care Learning Program, which included (1) preparation and writing of clinical scenarios, (2) dramatization and role-play activities using simulated clinical environments, and (3) structured instructor-guided feedback. The control group did not receive any additional training and completed only the pre-test and post-test assessments. The pre-test measuring stoma care knowledge was administered on October 27, 2025. The post-test was administered on December 22, 2025, following completion of all scenario-based learning sessions. After the educational intervention, qualitative data were collected from the intervention group through focus group interviews using a COREQ-aligned semi-structured interview guide. Qualitative data aim to explore changes in participants' confidence, perceived skills, learning processes, and their experience with scenario writing and role-play. The study's primary objective is to determine whether scenario-based learning improves students' stoma care knowledge. Secondary objectives include understanding how scenario writing and dramatization influence students' confidence, engagement, and perceived competence in performing stoma care.
Interventions
BEHAVIORALScenario-Based Stoma Care Education
A structured scenario-writing and role-play-based educational program delivered over 8 weeks. Students develop stoma care scenarios, present them, and perform role-play using simulated patients and a skills laboratory environment. The intervention includes scenario writing sessions (4 weeks) and stoma care role-play practice using manikins and real materials (4 weeks), followed by structured educator feedback.
Sponsors
hatice akaltun
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Masking description
No masking was applied; participants and investigators were aware of group assignments
Intervention model description
Two-arm quasi-experimental design with an intervention group receiving scenario-writing-based stoma care education and a passive control group
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Being a 3rd-year undergraduate nursing student in the Nursing Department. * Having successfully completed the Surgical Nursing course in the 2nd year. * Voluntarily agreeing to participate in the study and providing informed consent.
Exclusion criteria
* Students who did not pass the Surgical Nursing course. * Students who have previously received professional stoma care training. * Students who complete the data collection forms incompletely.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Stoma Care Knowledge Score | Baseline (Week 0) and Post-intervention (Week 8) | Change in students' stoma care knowledge score from pre-test to post-test. Knowledge will be measured using a 20-item Stoma Care Knowledge Questionnaire developed by the research team. Scores range from 0 to 20, with higher scores indicating greater knowledge. The primary analysis will compare post-test scores between the intervention and control groups, adjusting for baseline knowledge. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Qualitative Themes Related to Students' Perceived Confidence and Skill Development | Immediately after completion of the 8-week intervention (same week as the post-test). | Semi-structured focus group interviews will be conducted with participants in the intervention group after completion of the 8-week program. Qualitative analysis (thematic analysis) will explore changes in perceived confidence, perceived competence, motivation for practice, and learning experiences related to scenario writing and role-play activities. Themes will be identified using coded transcripts analyzed with MAXQDA by two independent researchers. |
Countries
Turkey (Türkiye)
Contacts
PRINCIPAL_INVESTIGATORhatice akaltun, PhD
Yuzuncu Yil University
Outcome results
None listed