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Developing Disability Awareness, Attitude, and Empathy in Nursing Students (Disability)

2026年5月31日 更新者：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

研究概览

地位

尚未招聘

条件

干预/治疗

详细说明

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.

研究类型

介入性

注册 (估计的)

66

阶段

  • 不适用

联系人和位置

本节提供了进行研究的人员的详细联系信息，以及有关进行该研究的地点的信息。

学习联系方式

研究联系人备份

参与标准

研究人员寻找符合特定描述的人，称为资格标准。这些标准的一些例子是一个人的一般健康状况或先前的治疗。

资格标准

适合学习的年龄

  • 成人
  • 年长者

接受健康志愿者

是的

描述

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

学习计划

本节提供研究计划的详细信息，包括研究的设计方式和研究的衡量标准。

研究是如何设计的？

设计细节

  • 主要用途：支持治疗
  • 分配：随机化
  • 介入模型：阶乘赋值
  • 屏蔽：单身的

武器和干预

参与者组/臂
干预/治疗
实验性的：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.
行为的：Disability Awareness Education
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.
实验性的：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.
行为的：Disability Awareness Education
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.
行为的：Standart Patient Group
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.
实验性的：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.
行为的：Disability Awareness Education
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.
行为的：Virtual Reality Group
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.

研究衡量的是什么？

主要结果指标

结果测量
措施说明
大体时间
Disability Awareness Program (DAP) scale
大体时间：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
Change from baseline in disability awareness scores measured immediately after the interventions and at 6 weeks post-intervention.
The Multidimensional Attitudes Toward Persons with Disabilities Scale
大体时间：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
大体时间：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.
Change from baseline in disability empathy scores measured immediately after the interventions and at 6 weeks post intervention.

合作者和调查者

在这里您可以找到参与这项研究的人员和组织。

赞助

Baskent University

调查人员

  • 研究主任：Ziyafet Ugurlu, Proff.Dr.、Baskent University
  • 首席研究员：Emine Koc, Phd student、Baskent University

出版物和有用的链接

负责输入研究信息的人员自愿提供这些出版物。这些可能与研究有关。

一般刊物

有用的网址

研究记录日期

这些日期跟踪向 ClinicalTrials.gov 提交研究记录和摘要结果的进度。研究记录和报告的结果由国家医学图书馆 (NLM) 审查，以确保它们在发布到公共网站之前符合特定的质量控制标准。

研究主要日期

学习开始 (估计的)

2026年9月15日

初级完成 (估计的)

2026年11月1日

研究完成 (估计的)

2027年6月1日

研究注册日期

首次提交

2026年4月19日

首先提交符合 QC 标准的

2026年5月21日

首次发布 (实际的)

2026年5月27日

研究记录更新

最后更新发布 (实际的)

2026年6月3日

上次提交的符合 QC 标准的更新

2026年5月31日

最后验证

2026年5月1日

更多信息

与本研究相关的术语

关键字

其他相关的 MeSH 术语

其他研究编号

  • KA26/105

计划个人参与者数据 (IPD)

计划共享个人参与者数据 (IPD)？

不

药物和器械信息、研究文件

研究美国 FDA 监管的药品

不

研究美国 FDA 监管的设备产品

不

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