The Contribution of Scenario Writing to Learning Stoma Care in Nursing Education: A Mixed-Methods Quasi-Experimental Intervention Study

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.

Study Overview

• Status: Completed
• Conditions: Stoma Care Education in Nursing Students
• Intervention / Treatment: Behavioral: Scenario-Based Stoma Care Education

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.

• Study Type: Interventional
• Enrollment (Actual): 60
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Turkey (Türkiye)
  • Van, Turkey (Türkiye), 65090
    • Van Yuzuncu Yil Univeristy

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

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.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Health Services Research
• Allocation: Non-Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Scenario-Based Stoma Care Education; Participants in the intervention arm will receive an 8-week scenario-based stoma care education program. The intervention includes: 4 weeks of scenario writing sessions,; 4 weeks of role-play/dramatization in the skills laboratory,; Structured feedback by the instructor. No additional theoretical lecture will be provided. Participants complete pre-test and post-test assessments, and qualitative focus group interviews will be conducted after completion of the intervention.	Behavioral: Scenario-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.
No Intervention: Control Group; Participants in the control arm will not receive any additional education or training. They will complete the same pre-test and post-test assessments as the intervention group. No scenario writing or role-play activities will be administered.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Stoma Care Knowledge Score	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.	Baseline (Week 0) and Post-intervention (Week 8)

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Qualitative Themes Related to Students' Perceived Confidence and Skill Development	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.	Immediately after completion of the 8-week intervention (same week as the post-test).

Collaborators and Investigators

• Sponsor: hatice akaltun
• Investigators: Principal Investigator: hatice akaltun, PhD, Yuzuncu Yil University

Study record dates

Study Major Dates

• Study Start (Actual): October 27, 2025
• Primary Completion (Actual): December 22, 2025
• Study Completion (Actual): December 22, 2025

Study Registration Dates

• First Submitted: November 29, 2025
• First Submitted That Met QC Criteria: November 29, 2025
• First Posted (Actual): December 11, 2025

Study Record Updates

• Last Update Posted (Actual): February 18, 2026
• Last Update Submitted That Met QC Criteria: February 15, 2026
• Last Verified: February 1, 2026

More Information

Terms related to this study

• Keywords: Nursing Education; Stoma Care; Scenario-Based Learning
• Other Study ID Numbers: VYYU-SBF-HAKALTUN-002

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO
• IPD Plan Description: Individual participant data will not be shared because the ethical approval does not permit disclosure of identifiable or de-identified participant-level data

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No