Developing Disability Awareness, Attitude, and Empathy in Nursing Students (Disability)
2026년 5월 31일 업데이트: EMINE KOC, Baskent University
A Randomized Controlled Trial Comparing Training Programs Designed to Improve Awareness, Attitudes, and Empathy Toward Individuals With Disabilities in Nursing Students
Abstract
Individuals with disabilities frequently face barriers to accessing healthcare services due to physical, social, economic, and policy-related factors. As essential members of the healthcare workforce, nurses play a critical role in addressing these inequities. Previous studies focusing on disability awareness, attitudes, and empathy highlight the need for high-quality research employing mixed-method, simulation-based interventions aimed at enhancing awareness and empathy, fostering positive attitudes, and supporting learning outcomes. However, the existing literature lacks studies that simultaneously compare different simulation methods and comprehensively evaluate awareness, attitudes, and empathy using a multidimensional approach.
This study aims to examine the effectiveness of simulation-based interventions-standardized patient encounters and virtual reality training-in improving nursing students' awareness, strengthening positive attitudes, and increasing sensitivity in the delivery of healthcare services to individuals with disabilities. The findings are expected to support the integration and expansion of disability-focused simulation practices in nursing curricula and contribute to the development of evidence-based nursing education programs.
Keywords: nursing students; disability; attitude; simulation; virtual reality
연구 개요
상태
상태
아직 모집하지 않음
정황
정황
개입 / 치료
개입 / 치료
상세 설명
This study aims to evaluate the effectiveness of simulation-based interventions designed to improve nursing students' awareness, attitudes, and empathy toward individuals with disabilities. The study will be conducted using a pre-test, mid-test, and post-test design within a double-blind, randomized controlled framework that includes a control group. A total of 60 third- and fourth-year students from the Nursing Department of Başkent University Faculty of Health Sciences will be enrolled. Participants will be assigned to three groups (20 students per group) using stratified block randomization.
Data will be collected using the Student Information Form, the Disability Awareness Scale, the Multidimensional Attitudes Toward Persons with Disabilities Scale, and the Multidimensional Empathy Scale.
The intervention will begin with Standard Disability Education delivered online via the Zoom platform to both the experimental and control groups in separate sessions. Subsequently, in accordance with schedules arranged by the researcher and students' course availability, Experimental Group 1 will receive a Standardized Patient Simulation, while Experimental Group 2 will participate in a Virtual Reality Simulation. Statistical analyses appropriate to the study design will be performed, and the level of statistical significance will be set at p = 0.05.
연구 유형
연구 유형
중재적
등록 (추정된)
등록
66
단계
단계
- 해당 없음
연락처 및 위치
이 섹션에서는 연구를 수행하는 사람들의 연락처 정보와 이 연구가 수행되는 장소에 대한 정보를 제공합니다.
연구 연락처
연구 연락처
- 이름: Emine Koc, Phd Student
- 전화번호: +90 0507 995 51 52
- 이메일: eminesatilmis@baskent.edu.tr
연구 연락처 백업
- 이름: Ziyafet Ugurlu, Proff.Dr.
- 이메일: zhanoglu@baskent.edu.tr
참여기준
연구원은 적격성 기준이라는 특정 설명에 맞는 사람을 찾습니다. 이러한 기준의 몇 가지 예는 개인의 일반적인 건강 상태 또는 이전 치료입니다.
자격 기준
자격 기준
공부할 수 있는 나이
- 성인
- 고령자
건강한 자원 봉사자를 받아들입니다
예
설명
Inclusion Criteria:
- Must be a 3rd or 4th-year student in the Department of Nursing at Başkent University.
- Must be willing to participate in the study.
Exclusion Criteria:
- Any kind of disability.
- A visually-related problem
공부 계획
이 섹션에서는 연구 설계 방법과 연구가 측정하는 내용을 포함하여 연구 계획에 대한 세부 정보를 제공합니다.
연구는 어떻게 설계됩니까?
디자인 세부사항
- 주 목적: 지지 요법
- 할당: 무작위
- 중재 모델: 요인 할당
- 마스킹: 하나의
팔의 수
3
무기와 개입
참가자 그룹 / 팔참가자 그룹 / 팔 |
개입 / 치료개입 / 치료 |
|---|---|
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실험적: Standard Training Group
Primary and secondary outcome data will be collected from participants in the control group at three time points.
Baseline measurements (pre-test) will be obtained prior to the initiation of the study.
Following the five-week standard Disability Awareness Training period, an interim assessment (mid-test) will be conducted to evaluate short-term changes in outcomes.
Follow-up assessments (post-test) will be administered six weeks after the interim assessment to assess the longer-term effects of the training on participants' awareness, attitudes, and empathy toward individuals with disabilities.
|
Participants will receive Disability Awareness Training delivered through face-to-face instruction.
The training will cover core topics including the concept of disability, physical, social, and attitudinal barriers experienced by individuals with disabilities, challenges related to accessing healthcare services, and the roles and responsibilities of healthcare professionals in providing inclusive and equitable care.
The intervention will be delivered using standardized educational content, and no additional simulation-based or technology-assisted interventions will be included.
|
|
실험적: Standard Patient Group
Outcome data for participants assigned to Intervention Group 1 will be collected at three predefined time points.
Baseline assessments (pre-test) will be completed prior to the intervention.
During the same academic week, participants will receive the Standardized Patient Intervention in conjunction with the Disability Awareness Training, with scheduling coordinated according to the course module and participants' availability.
Immediately following the completion of the Standardized Patient procedure and the subsequent debriefing session, an interim assessment (mid-test) will be administered to evaluate short-term effects of the intervention.
Follow-up assessments (post-test) will be conducted six weeks after the interim assessment to assess the longer-term impact on participants' awareness, attitudes, and empathy toward individuals with disabilities.
|
Participants will receive Disability Awareness Training delivered through face-to-face instruction.
The training will cover core topics including the concept of disability, physical, social, and attitudinal barriers experienced by individuals with disabilities, challenges related to accessing healthcare services, and the roles and responsibilities of healthcare professionals in providing inclusive and equitable care.
The intervention will be delivered using standardized educational content, and no additional simulation-based or technology-assisted interventions will be included.
Participants assigned to the Standardized Patient Intervention group will receive Disability Awareness Training, followed by a Standardized Patient-based simulation intervention.
During the simulation, participants will provide care to a trained standardized patient portraying an individual with a disability, in accordance with the procedures and objectives outlined in the predefined scenarios.
The simulation will be conducted using standardized scenarios during the same academic term as the Disability Awareness Training and will be followed by a structured debriefing session facilitated by the researcher.
No additional interventions will be applied to this group.
|
|
실험적: Virtual Reality Group
Outcome data for participants assigned to Intervention Group 2 will be collected at three predefined time points.
Baseline assessments (pre-test) will be completed prior to the intervention.
During the same academic week, participants will receive the Virtual Reality Intervention in conjunction with the Disability Awareness Training, with scheduling coordinated according to the course module and participants' availability.
Immediately after completion of the Virtual Reality procedure and the subsequent debriefing session, an interim assessment (mid-test) will be administered to evaluate short-term intervention effects.
Follow-up assessments (post-test) will be conducted six weeks after the interim assessment to assess the longer-term impact of the intervention on participants' awareness, attitudes, and empathy toward individuals with disabilities.
|
Participants will receive Disability Awareness Training delivered through face-to-face instruction.
The training will cover core topics including the concept of disability, physical, social, and attitudinal barriers experienced by individuals with disabilities, challenges related to accessing healthcare services, and the roles and responsibilities of healthcare professionals in providing inclusive and equitable care.
The intervention will be delivered using standardized educational content, and no additional simulation-based or technology-assisted interventions will be included.
Participants assigned to the Virtual Reality Intervention group will receive a Virtual Reality-based simulation intervention following the Disability Awareness Training.
The Virtual Reality intervention will provide computer-generated experience designed to simulate situations encountered by individuals with disabilities, with the aim of enhancing participants' understanding, awareness, and empathy.
The simulated scenarios will focus on challenges related to daily living, interaction with the environment, and access to healthcare services.
The intervention will be delivered using standardized virtual reality content during the same academic term as the Disability Awareness Training and will be followed by a structured debriefing session facilitated by the researcher.
No additional interventions will be applied to this group.
|
연구는 무엇을 측정합니까?
주요 결과 측정
주요 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
|
Disability Awareness Program (DAP) scale
기간: Change from baseline in disability awareness scores measured immediately after the interventions and at 6 weeks post-intervention.
|
The primary outcome is the change in total score on the Disability Awareness Program (DAP) Scale, a 15 item self reported questionnaire designed to assess awareness related to disability.
The DAP Scale evaluates three predefined domains: (1) Awareness of Basic Human Rights (5 items), (2) Awareness of Disability based on the ICF framework (6 items), and (3) Awareness of Diversity (4 items).
Items are rated on a 5 point Likert scale.
Reverse scoring is applied to items Q1-Q5, and weighted scoring is applied to items Q5, Q10, Q11, Q14, and Q15, according to the predefined scoring algorithm.
The total score ranges from 0 to 100, with higher scores indicating greater disability awareness As part of this study, a validity and reliability study of the Turkish version of the original English scale will be conducted among first- and second-year undergraduate students enrolled in the Department of Nursing at Başkent University, in order to ensure its suitability for use in the target population
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Change from baseline in disability awareness scores measured immediately after the interventions and at 6 weeks post-intervention.
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The Multidimensional Attitudes Toward Persons with Disabilities Scale
기간: Change from baseline in disability attitude scores measured immediately after the interventions and at 6 weeks post intervention.
|
The Multidimensional Attitudes Toward Persons with Disabilities Scale (MATPDS) was developed by Findler, Vilchinsky, and Werner in 2007.
The scale provides a multidimensional assessment of adults' attitudes toward persons with disabilities across cognitive, affective, and behavioral domains.
The Turkish validity and reliability study of the scale was conducted among university students by Yelpaze and Türküm in 2018, and the scale was reported to be suitable for use in the Turkish population.
The scale consists of three subscales: Cognition, Affect, and Behavior.
The scale is scored using a 5 point Likert format ranging from 1 = Not at all to 5 = Very much.
In the Affect subscale, 11 items (items 1, 2, 3, 4, 5, 9, 10, 11, 12, 14, and 15), and in the Behavior subscale, 6 items (items 1, 2, 3, 4, 5, and 6) are reverse coded.
Subscale scores as well as a total scale score can be calculated.
Higher scores indicate more positive attitudes toward persons with disabilities.
|
Change from baseline in disability attitude scores measured immediately after the interventions and at 6 weeks post intervention.
|
|
Multidimensional Empathy Scale
기간: Change from baseline in disability empathy scores measured immediately after the interventions and at 6 weeks post intervention.
|
The Multidimensional Empathy Scale (MES) is a valid and reliable 30-item instrument developed by Mayer and Caruso (1998) to provide a multidimensional emotional assessment of individuals' empathic abilities.
The Turkish validity and reliability study of the original scale was conducted among university students by Turan et al. (2020), and the Turkish version was accepted as a valid and reliable tool for assessing empathy levels among nursing students.
The scale consists of six dimensions: Personal Distress (8 items), Positive Sharing (5 items), Sensitive Crying (3 items), Emotional Attention (4 items), Feeling for Others (4 items), and Emotional Contagion (2 items).
The 30-item scale is rated on a 5-point Likert scale ranging from 1 = Strongly disagree to 5 = Strongly agree.
The total score ranges from 30 to 150, with higher total scores indicating higher levels of multidimensional empathic ability.
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Change from baseline in disability empathy scores measured immediately after the interventions and at 6 weeks post intervention.
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공동 작업자 및 조사자
여기에서 이 연구와 관련된 사람과 조직을 찾을 수 있습니다.
수사관
수사관
- 연구 책임자: Ziyafet Ugurlu, Proff.Dr., Baskent University
- 수석 연구원: Emine Koc, Phd student, Baskent University
간행물 및 유용한 링크
연구에 대한 정보 입력을 담당하는 사람이 자발적으로 이러한 간행물을 제공합니다. 이것은 연구와 관련된 모든 것에 관한 것일 수 있습니다.
일반 간행물
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2026년 9월 15일
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기본 완료
2026년 11월 1일
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2027년 6월 1일
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최초 제출
2026년 4월 19일
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2026년 5월 21일
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2026년 5월 27일
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2026년 6월 3일
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QC 기준을 충족하는 마지막 업데이트 제출
2026년 5월 31일
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마지막으로 확인됨
2026년 5월 1일
추가 정보
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추가 관련 MeSH 약관
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기타 연구 ID 번호
- KA26/105
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