Simulation Training for Adolescent Leukemia Care in Nursing Students
The Effect of Scenario-Based Simulation Training for Adolescent Leukemia Care on Nursing Students' Perceived Stress, Knowledge, and Learning Satisfaction: A Mixed-Methods Study
This study aims to evaluate the effects of scenario-based simulation training for adolescent leukemia care on nursing students' perceived stress, knowledge level, and learning satisfaction. Nursing students often encounter challenges when managing complex clinical situations involving pediatric oncology patients. Simulation-based education may help students develop clinical skills and confidence in a safe learning environment.
The study investigates whether participation in an adolescent leukemia simulation scenario improves students' knowledge related to extravasation management, affects their perceived stress levels, and enhances their learning satisfaction. In addition, students' experiences and perceptions regarding the simulation training will be explored through qualitative interviews.
調査の概要
詳細な説明
Simulation-based education is increasingly used in nursing programs to bridge the gap between theoretical knowledge and clinical practice. Pediatric oncology care requires specialized knowledge and clinical decision-making skills, particularly in managing complications such as chemotherapy extravasation. However, nursing students often have limited opportunities to encounter such situations during clinical placements.
This mixed-methods study will evaluate the effectiveness of an adolescent leukemia scenario-based simulation training program among third-year nursing students. The quantitative component will employ a single-group pretest-posttest quasi-experimental design. Participants will complete baseline assessments before the simulation intervention and follow-up assessments immediately after the simulation and debriefing sessions.
The simulation scenario focuses on the recognition and management of chemotherapy extravasation in an adolescent patient with leukemia. The intervention will be conducted in a simulation laboratory using a structured process including prebriefing, simulation implementation, and debriefing based on the Promoting Excellence and Reflective Learning in Simulation (PEARLS) framework.
Quantitative outcomes will include perceived stress, knowledge regarding extravasation management, and learning satisfaction. Qualitative data will be collected through semi-structured focus group interviews conducted after the simulation experience. The qualitative findings will provide a deeper understanding of participants' experiences, perceptions, clinical reasoning processes, and learning outcomes.
Data will be analyzed using appropriate descriptive and inferential statistical methods for the quantitative component and thematic analysis for the qualitative component. Findings from both components will be integrated to provide a comprehensive evaluation of the educational effectiveness of adolescent leukemia scenario-based simulation training in undergraduate nursing education.
研究の種類
入学 (実際)
段階
- 適用できない
連絡先と場所
研究場所
-
-
-
Ankara、トルコ（Türkiye）、06830
- Atılım University, Faculty of Health Sciences, Department of Nursing
-
-
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:
- Third-year nursing students enrolled at Atılım University, Faculty of Health Sciences, Department of Nursing
- Voluntary participation in the study
- Not having previously taken the NURS302 - Child Health and Diseases course
Exclusion Criteria:
- Withdrawal from the study at any stage
- Incomplete completion of data collection forms
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：他の
- 割り当て：なし
- 介入モデル：単一グループの割り当て
- マスキング：なし（オープンラベル）
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
|
実験的：Simulation Training Group
Third-year nursing students who received scenario-based simulation training on extravasation management in an adolescent leukemia patient, followed by structured debriefing using the PEARLS model.
|
A simulation-based educational intervention consisting of prebriefing (3 min), environmental orientation (3 min), scenario-based simulation on extravasation management in an adolescent leukemia patient (10 min), and structured debriefing using the PEARLS model (30 min).
Pre- and post-tests were administered to assess perceived stress, knowledge level, and student satisfaction.
他の名前：
|
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 |
|---|---|---|
|
Extravasation Knowledge Level
時間枠：Baseline (pre-simulation) and immediately after simulation and debriefing (post-simulation, approximately 1 hour later)
|
Change in nursing students' knowledge about extravasation management, assessed using a 10-item multiple-choice knowledge test developed by the researchers.
Each correct answer scores 1 point (total: 0-10).
Higher scores indicate better knowledge.
|
Baseline (pre-simulation) and immediately after simulation and debriefing (post-simulation, approximately 1 hour later)
|
|
Perceived Stress Level
時間枠：Baseline (pre-simulation) and immediately after simulation and debriefing (post-simulation, approximately 1 hour later)
|
Change in perceived stress measured with the Nursing Student Perceived Stress Scale (NSPSS; Karaca et al., 2015), a 29-item, 5-point Likert scale with 6 subscales.
Total scores range from 0 to 116; higher scores indicate greater perceived stress.
|
Baseline (pre-simulation) and immediately after simulation and debriefing (post-simulation, approximately 1 hour later)
|
二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Student Satisfaction and Self-Confidence in Learning
時間枠：Immediately after simulation and debriefing (post-simulation only, approximately 1 hour after baseline)
|
Student satisfaction assessed using the Student Satisfaction and Self-Confidence in Learning Scale (NLN; Turkish adaptation by Karaçay & Kaya, 2017), a 13-item, 5-point Likert scale with 2 subscales.
Scores range from 13 to 65; higher scores indicate greater satisfaction and self-confidence.
|
Immediately after simulation and debriefing (post-simulation only, approximately 1 hour after baseline)
|
その他の成果指標
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Students' Simulation Experiences (Qualitative)
時間枠：Immediately after debriefing session (approximately 1-1.5 hours after baseline)
|
Themes derived from semi-structured focus group interviews conducted after simulation, exploring students' experiences regarding stress, clinical decision-making, teamwork, and learning processes.
Analyzed using thematic analysis with MAXQDA.
|
Immediately after debriefing session (approximately 1-1.5 hours after baseline)
|
協力者と研究者
スポンサー
捜査官
- 主任研究者：Didem Yüksel, PhD、Atilim University School of Health Sciences, Department of Nursing
出版物と役立つリンク
一般刊行物
- Koukourikos K, Tsaloglidou A, Kourkouta L, Papathanasiou IV, Iliadis C, Fratzana A, Panagiotou A. Simulation in Clinical Nursing Education. Acta Inform Med. 2021 Mar;29(1):15-20. doi: 10.5455/aim.2021.29.15-20.
- Sheu S, Lin HS, Hwang SL. Perceived stress and physio-psycho-social status of nursing students during their initial period of clinical practice: the effect of coping behaviors. Int J Nurs Stud. 2002 Feb;39(2):165-75. doi: 10.1016/s0020-7489(01)00016-5.
- Franklin AE, Burns P, Lee CS. Psychometric testing on the NLN Student Satisfaction and Self-Confidence in Learning, Simulation Design Scale, and Educational Practices Questionnaire using a sample of pre-licensure novice nurses. Nurse Educ Today. 2014 Oct;34(10):1298-304. doi: 10.1016/j.nedt.2014.06.011. Epub 2014 Jul 9.
- Kim J, Park JH, Shin S. Effectiveness of simulation-based nursing education depending on fidelity: a meta-analysis. BMC Med Educ. 2016 May 23;16:152. doi: 10.1186/s12909-016-0672-7.
- Labrague LJ, McEnroe-Petitte DM, Bowling AM, Nwafor CE, Tsaras K. High-fidelity simulation and nursing students' anxiety and self-confidence: A systematic review. Nurs Forum. 2019 Jul;54(3):358-368. doi: 10.1111/nuf.12337. Epub 2019 Mar 10.
- Watts, P. I., Rossler, K., Bowler, F., Miller, C., Charnetski, M., Decker, S., & Hallmark, B. (2021). Healthcare simulation standards of best practice: Outcomes and objectives. Clinical Simulation in Nursing, 58, 45-48. https://doi.org/10.1016/j.ecns.2021.08.014
- Shin S, Park JH, Kim JH. Effectiveness of patient simulation in nursing education: meta-analysis. Nurse Educ Today. 2015 Jan;35(1):176-82. doi: 10.1016/j.nedt.2014.09.009. Epub 2014 Oct 29.
- Karaçay, P., & Kaya, H. (2017). Simülasyonla eğitimde kullanılan "Öğrenci Memnuniyeti ve Öğrenmede Kendine Güven Ölçeği"nin Türkçeye uyarlanması. Florence Nightingale Hemşirelik Dergisi, 25(2), 95-103. https://doi.org/10.17672/fnhd.79503
- Karaca, A., Yıldırım, N., Ankaralı, H., Açıkgöz, F., & Akkuş, D. (2015). Hemşirelik öğrencileri için algılanan stres, biyo-psiko-sosyal cevap ve stresle baş etme davranışları ölçeklerinin Türkçe'ye uyarlanması. Psikiyatri Hemşireliği Dergisi, 6(1), 15-25. https://doi.org/10.5505/phd.2015.40316
- Hayden, J. K., Smiley, R. A., Alexander, M., Kardong-Edgren, S., & Jeffries, P. R. (2014). The NCSBN national simulation study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation, 5(2), S1-S64. https://doi.org/10.1016/S2155-8256(15)30062-4
- European Oncology Nursing Society (EONS). (2018). Extravasation guidelines. EONS.
- Jeffries, P. R. (2016). The NLN Jeffries simulation theory. National League for Nursing.
- Hustad J, Johannesen B, Fossum M, Hovland OJ. Nursing students' transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study. BMC Nurs. 2019 Nov 8;18:53. doi: 10.1186/s12912-019-0376-5. eCollection 2019.
- Cant RP, Cooper SJ. The value of simulation-based learning in pre-licensure nurse education: A state-of-the-art review and meta-analysis. Nurse Educ Pract. 2017 Nov;27:45-62. doi: 10.1016/j.nepr.2017.08.012. Epub 2017 Aug 19.
- Brentnall J, Thackray D, Judd B. Evaluating the Clinical Reasoning of Student Health Professionals in Placement and Simulation Settings: A Systematic Review. Int J Environ Res Public Health. 2022 Jan 14;19(2):936. doi: 10.3390/ijerph19020936.
- Alinier G, Hunt B, Gordon R, Harwood C. Effectiveness of intermediate-fidelity simulation training technology in undergraduate nursing education. J Adv Nurs. 2006 May;54(3):359-69. doi: 10.1111/j.1365-2648.2006.03810.x.
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
本研究に関する用語
キーワード
その他の研究ID番号
- E-59394181-100-137320
個々の参加者データ (IPD) の計画
個々の参加者データ (IPD) を共有する予定はありますか?
医薬品およびデバイス情報、研究文書
米国FDA規制医薬品の研究
米国FDA規制機器製品の研究
この情報は、Web サイト clinicaltrials.gov から変更なしで直接取得したものです。研究の詳細を変更、削除、または更新するリクエストがある場合は、register@clinicaltrials.gov。 までご連絡ください。 clinicaltrials.gov に変更が加えられるとすぐに、ウェブサイトでも自動的に更新されます。