Stoma Education Methods and Nurse Learning Outcomes

Istanbul University - Cerrahpasa87 enrolled

Overview

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.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

HEALTH_SERVICES_RESEARCH

Masking

TRIPLE

Enrollment

Conditions

Stoma Care Knowledge and Skills of Nurses Simulation Based Learning

Interventions

standardized-patient simulationOTHER

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

a low-fidelity Prestan 2000 adult CPR mannequin modified with a play-dough stoma modelOTHER

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.

Eligibility

Sex: ALLHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: * 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 Exclusion Criteria: * 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

Outcomes

Primary Outcomes

practical stoma-care competence

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.

Time frame: At baseline and immediately after training