Colostomy Stoma
Conditions
Keywords
Readiness, colostomy, care, self-sufficiency, self-confidence, simulation
Brief summary
The aim of this study is to examine the effect of colostomy care training based on Jeffries' Simulation Theory on nursing students' knowledge, skills, stress, self-efficacy, readiness, state anxiety, satisfaction, and self-confidence. The study seeks to answer the following hypotheses: H1: Colostomy care training based on Jeffries' Simulation Theory affects nursing students' knowledge levels. H2: Colostomy care training based on Jeffries' Simulation Theory affects nursing students' skill levels. H3: Colostomy care training based on Jeffries' Simulation Theory affects nursing students' stress levels. H4: Colostomy care training based on Jeffries' Simulation Theory affects nursing students' self-efficacy levels. H5: Colostomy care training based on Jeffries' Simulation Theory affects nursing students' preparedness levels. H6: Colostomy care training based on Jeffries' Simulation Theory affects nursing students' levels of situational anxiety. H7: Colostomy care training based on Jeffries' Simulation Theory affects nursing students' levels of learning satisfaction and self-confidence. According to the Colostomy Care Training Booklet prepared by the researchers, all students will receive training on colostomy care procedures. Students in the intervention group will be individually taken to the simulation laboratory for colostomy care applications using moulage on standardized (simulated) patients, and they will be asked to perform the skills acquired during the training. The effectiveness of this intervention will be evaluated by comparing the intervention group with a control group. Participants: Students in the standardized patient simulation group will perform colostomy bag change and colostomy care skills in the simulation laboratory. Students in the low-fidelity simulation group (control group) will perform colostomy bag change and colostomy care skills using a low-fidelity patient model.
Interventions
BEHAVIORALStandardized Patient Simulation Group
Students in the intervention group will be taken individually to the simulation laboratory for colostomy care procedures created with mannequins for standard (simulated) patients, and will be asked to apply the skills acquired during training.
Sponsors
Aybike Cici
Kafkas University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
SUPPORTIVE_CARE
Masking
DOUBLE (Investigator, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Volunteering to participate in the study, * Being a fourth-year nursing student, * Being enrolled in the HEM-402 course.
Exclusion criteria
* Being a nurse working in the clinic, * Not participating in the training programme, * Not wishing to continue with the research, wishing to withdraw from the research at any stage * Incomplete or incorrect completion of data collection tools
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Colostomy care training based on Jeffries' Simulation Theory provided to nursing students leads to changes in knowledge level scores. | within one week of the simulation exercise | Colostomy Care Knowledge Assessment Test: The score obtained from the scale ranges from 0 to 100 points. As the score increases, the level of knowledge increases. |
| The colostomy care training provided to nursing students based on Jeffries' Simulation Theory leads to changes in skill scores. | within one week of the simulation exercise | Colostomy Care Skills Assessment Form: The score ranges from 0 to 100. As the score increases, so does the level of skill. |
| The colostomy care training provided to nursing students based on Jeffries' Simulation Theory leads to changes in stress level scores. | within one week of the simulation exercise | Stress Perception Scale for Nursing Students: The total score on the scale ranges from 0 to 116. A high score on the scale indicates a high level of stress. |
| The colostomy care training provided to nursing students based on Jeffries' Simulation Theory leads to changes in their self-efficacy scores. | within one week of the simulation exercise | Self-Efficacy Scale for Clinical Assessment: The lowest possible mean item score on the scale is 0, and the highest is 100. A high score on the scale indicates a high level of self-efficacy regarding clinical performance, whilst a low score indicates a low level of self-efficacy regarding clinical performance. |
| The colostomy care training provided to nursing students based on Jeffries' Simulation Theory leads to changes in readiness scores. | within one week of the simulation exercise | Casey-Fink Readiness for Practice Scale: The minimum score on the scale is 15 and the maximum is 60. As the score on the scale increases, students' level of readiness for practice increases. |
| The colostomy care training provided to nursing students based on Jeffries' Simulation Theory leads to changes in state anxiety scores. | within one week of the simulation exercise | State-Trait Anxiety Inventory: Scores on the scale range from 20 to 80. A higher score indicates a higher level of anxiety, whilst a lower score indicates a lower level of anxiety. |
| The colostomy care training provided to nursing students based on Jeffries' Simulation Theory leads to changes in student satisfaction and self-confidence levels in learning. | within one week of the simulation exercise | Student Satisfaction and Self-Confidence Scale in Learning: The sum of the scale's sub-dimensions does not yield the total scale score; scores are obtained by dividing the sum of the sub-dimension items by the number of items in the relevant sub-dimension. As the score obtained from the scale increases, students' satisfaction with learning and self-confidence also increase. |
Countries
Turkey (Türkiye)
Contacts
CONTACTAybike Merve CİCİ
Outcome results
None listed