The Effects of Colostomy Care Training Based on Jeffries' Simulation Theory on Nursing Students
The Effects of Colostomy Care Training Based on Jeffries' Simulation Theory on Nursing Students: A Randomised Controlled Study
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.
調査の概要
研究の種類
入学 (推定)
段階
- 適用できない
連絡先と場所
研究連絡先
- 名前：Aybike Merve CİCİ
- 電話番号：+905388759987
- メール：aybkmrv97@gmail.com
研究場所
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Central
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Kars、Central、トルコ（Türkiye）、36100
- 募集
- Kafkas University Faculty of Health Sciences
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コンタクト：
- Aybike Cici
- 電話番号：05388759987
- メール：aybkmrv97@gmail.com
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参加基準
適格基準
就学可能な年齢
- 大人
- 高齢者
健康ボランティアの受け入れ
説明
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
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：支持療法
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：ダブル
武器と介入
参加者グループ / アーム |
介入・治療 |
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介入なし：対照群
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実験的：Standardized Patient Simulation Group
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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.
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
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Colostomy care training based on Jeffries' Simulation Theory provided to nursing students leads to changes in knowledge level scores.
時間枠：within one week of the simulation exercise
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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.
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within one week of the simulation exercise
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The colostomy care training provided to nursing students based on Jeffries' Simulation Theory leads to changes in skill scores.
時間枠：within one week of the simulation exercise
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Colostomy Care Skills Assessment Form: The score ranges from 0 to 100.
As the score increases, so does the level of skill.
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within one week of the simulation exercise
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The colostomy care training provided to nursing students based on Jeffries' Simulation Theory leads to changes in stress level scores.
時間枠：within one week of the simulation exercise
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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.
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within one week of the simulation exercise
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The colostomy care training provided to nursing students based on Jeffries' Simulation Theory leads to changes in their self-efficacy scores.
時間枠：within one week of the simulation exercise
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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.
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within one week of the simulation exercise
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The colostomy care training provided to nursing students based on Jeffries' Simulation Theory leads to changes in readiness scores.
時間枠：within one week of the simulation exercise
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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.
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within one week of the simulation exercise
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The colostomy care training provided to nursing students based on Jeffries' Simulation Theory leads to changes in state anxiety scores.
時間枠：within one week of the simulation exercise
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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.
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within one week of the simulation exercise
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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.
時間枠：within one week of the simulation exercise
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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.
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within one week of the simulation exercise
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協力者と研究者
スポンサー
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (推定)
研究の完了 (推定)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
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