This randomized controlled study aims to determine the effect of teaching delivered through standardized patient simulation on nursing students' assessment and nursing diagnosis determination skills, as well as their learning experiences. First-year nursing students will be randomly assigned to intervention and control groups. The intervention group will receive training based on standardized patient simulation, while the control group will receive traditional instruction. Data will be collected using a sociodemographic information form, case-based assessment tools, and measurement instruments designed to evaluate students' perceptions and experiences related to the educational process. Group comparisons will be conducted to evaluate the effectiveness of the simulation-based teaching method.
The nursing process is a fundamental component of the bachelor's degree nursing program and plays a critical role in developing students' skills in systematic data collection, analysis, and nursing diagnosis, particularly during the first year of education. Traditional teaching methods may be insufficient to support the development of clinical reasoning and decision-making skills. Therefore, standardized patient simulation, an active learning strategy, is recognized as an effective approach to holistically develop students' cognitive, psychomotor, and affective competencies. This randomized controlled trial will be conducted with first-year nursing students. Participants will be randomly assigned to either an intervention group or a control group. The intervention group will receive education based on standardized patient simulation focusing on the first two steps of the nursing process: nursing assessment and nursing diagnosis. The control group will receive the same theoretical content through traditional teaching methods. The primary outcome measures of the study are the students' nursing assessment and nursing diagnosis skills. The secondary outcome measure is the students' experiences and perceptions of the educational process. Data will be collected before and after the intervention using appropriate measurement tools. The collected data will be analyzed using appropriate statistical methods to compare the differences.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
NONE
Enrollment
60
This intervention consists of structured training sessions using standardized patient simulation scenarios. The training focuses on developing students' nursing assessment and nursing diagnosis skills through active participation, scenario-based practice, and evaluation meetings.
This intervention consists of traditional lecture and case-based education focused on nursing assessment and nursing diagnosis determination.
Nursing Assessment Skill Score
Students' nursing assessment skills will be evaluated using the Nursing Assessment Evaluation Form developed by the researchers. Higher scores indicate better assessment performance.
Time frame: Pre-test (baseline) and post-test (after completion of training, approximately 1 week).
Nursing Diagnosis Determination Skill Score
Students' ability to determine accurate nursing diagnoses will be evaluated using a standardized diagnosis evaluation checklist. Higher scores indicate greater diagnostic accuracy.
Time frame: Pre-test (baseline) and post-test (after completion of training, approximately 1 week).
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.